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GEORGIA SOUTHWESTERN STATE UNIVERSITY

ACADEMIC COMPREHENSIVE PROGRAM REVIEW:

B. S. IN GEOLOGY

Coordinated by Dr. Samuel T. Peavy

With the assistance of

Dr. Burt Carter and Dr. Tom Weiland

2013 – 2014

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Executive Summary Major Strengths The B.S. program in Geology at Georgia Southwestern State University continues to provide quality instruction in geology that allows our graduates to achieve both in graduate school and on the job as professional geologist. The required undergraduate research project and training in the use of scientific equipment such as x-ray diffractometers makes our students more attractive than most to employers and graduate programs. In addition, our department provides major service courses in introductory geology, physics and astronomy for Core Area D, and additional courses for students in the Early Childhood program of the School of Education. The high productivity of the program is even more impressive considering the loss of two geology faculty positions over the last ten years. Areas for Improvement The major area of improvement for our program is the same as before – getting more majors in our program. We currently have 12 majors in our program, a marked increase from five majors just seven years ago. However, more could be done to improve upon those numbers. Some ideas include increasing awareness of our program at the high school and two-year school level, and better publicizing the successes of our students and faculty. Key Opportunities Currently, demand for geologists is on the increase, with the Bureau of Labor Statistics stating that “Employment of geoscientists is projected to grow by 21 percent from 2010 to 2020, faster than the average for all occupations. The need for energy, environmental protection, and responsible land and resource management will spur demand for geoscientists in the future. Most new jobs will be in management, scientific, and technical consulting services as more geoscientists are hired as consultants.” (Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Geoscientists) Locally, we are often consulted by the local population on geologic matters, as well as by local constituencies in education, landownership and industry. We can work to exploit our connections to get better exposure with the public. Key Challenges The key challenge for the future of the Geology Program at GSW is increasing our numbers of majors and graduates. Since 1973, GSW has awarded a total of 148 B.S. degrees in Geology, an average of 3.6 per year. Since 2000, that average has only been 2 per year. Given that only 4111 B.S. degrees in Geology were awarded nationwide in 2010, the key challenge for us and all other geoscience departments is producing the anticipated numbers of geoscientists necessary for the future of our vital energy and natural resource production industries. Lack of awareness of geology as a part of most high school curricula has been identified by the American Geological Institute as a key factor in the lack of geoscience graduates. Add to this that nationally our students underperform in international math and science testing, thereby making it more difficult to attract the best and brightest students into our discipline.

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Draft Strategic Plan The Geology Program at Georgia Southwestern is in general productive and of a high quality. However, there are several things which could be done to improve our program. In brief, our strategic plan for 2014-2019 would include the following: 1. To increase our productivity in terms of core area offerings and in a service capacity to

Georgia Southwestern State University, we will need to have at least one faculty member in the Geosciences and a second faculty member in physics. The Geology faculty member would teach primarily core-area geology (and/or physical science) and be in part responsible for the teaching of mandated Integrated Science courses for Early Childhood Education. In addition to this, the new Geoscience faculty member would be able to teach upper-level courses as needed for both Middle Grades science education and our own majors. Ideally, this new faculty would be in the area of Hydrogeology or a closely allied field, as we would like to expand our program options to include an option in Environmental Geology. In addition, the ability of our faculty to develop and offer courses that might be of interest to potential and current majors and the general student population is severely limited by having only three faculty. The second faculty in physics would teach physics and other courses for the Dual-Degree Engineering and/or RETP program.

2. To increase our productivity in terms of majors, we will need to be more proactive in our recruitment efforts. Also, to increase overall program quality, we need to recruit and retain better students to our program. Better students allow our program to do high quality undergraduate research, which has and will be presented at regional or national conferences. This elevates both the program and the University in the eyes of our peer institutions. Targeted recruiting and trips to local school systems might be productive ways of increasing program visibility. We need to get the word out that geology as a field is currently experiencing job growth and increased salaries. The demand for geoscientists will far outweigh the supply for the foreseeable future. We have new recruitment materials and will continue to make them available to high school counselors and science teachers in the region and throughout the state to encourage those students with an interest to explore our program. We are also sending information to Science Department chairs at two-year schools, as transfer students have become a larger proportion of our majors recently. We have already been to several school systems and would like to collaborate with the School of Education in making presentations to the teachers about both our Geology and Dual-Degree Engineering programs. We also continue to increase our visibility through outreach to the surrounding community through collaborations with local K-12 teachers, Adopt-A-Stream training initiatives, and student internships with both C-E Minerals (now Imerys) and the Andersonville National Historic Site.

3. Continued improvements in our curriculum have been made by modifying our program as per our personnel, we’ll continue to make our program better and more attractive to potential students. We have through necessity combined some courses that were once separated, creating a two-year rotation of courses with no more than three upper-level courses available per semester, while still teaching sections of GEOL 1121 and GEOL 1122 each semester.

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The Self-Study – Responses to Guiding Questions A. Programs are of appropriate length for level of degree, and embody a coherent course of

study that is compatible with the Department’s stated mission.

Our program provides knowledge and training in the geological sciences that allows our graduates to obtain jobs and be successful in graduate school. It also meets the department’s and Georgia Southwestern State Universities mission by providing quality instruction to both our majors and non-majors, and collaborating with the School of Education and others to provide courses for their specific needs and the Core Curriculum of the University. Our program mission is detailed below: The Geology and Physics Department at Georgia Southwestern State University is dedicated to providing the finest possible educational experiences for students of Georgia Southwestern in the areas of Earth and Physical Sciences. Towards that end, we shall: a. Serve the overall Mission of the University by providing quality instruction for all students in

the areas of Geology, Physics and Astronomy; b. Provide required introductory, upper-level and graduate classes for students pursuing teacher

certification through the GSW School of Education; c. Instill in our Majors and Non-majors a fascination with and dedication to lifelong learning

about the Earth by providing a thorough background in Earth materials, processes and history; d. Integrate coursework training with up-to-date analytical techniques, field experiences and

research projects throughout the program to provide our Majors with the experiential background needed for successful graduate education and careers in the natural and physical sciences;

e. Provide quality advisement and instruction in the fundamentals of physics for students in the Engineering Dual Degree Program; and

f. Provide additional service to the University, community, local schools and the public through various outreach programs.

Our mission matches well the mission statement of the university (approved April 30 2010) which reads as follows:

Georgia Southwestern State University cultivates excellence in learning and teaching that encourages intellectual, personal, and social growth for students, faculty, staff, and the community. Georgia Southwestern State University is a comprehensive state university within the University System of Georgia that offers a full range of bachelor degree programs, along with selected master’s and specialist degree programs.

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B. The number of full-time faculty members is adequate to support the mission of the unit and to ensure the quality and integrity of its academic programs.

Productivity at GSW Our highly-qualified faculty are able to serve the B.S. in Geology program and the needs of other programs across the University. We could do an even better job with more faculty, in particular faculty with additional specialties in other areas of the geological sciences and an additional physics faculty to support the Dual-Degree program. The following table show the number of students taught in our introductory geology and integrated science courses since Fall 2007:

Course\ Semster - Year

Fall 2007 / Spr. 2008

Fall 2008 / Spr. 2009

Fall 2009 / Spr. 2010

Fall 2010 / Spr. 2011

Fall 2011 / Spr. 2012

Fall 2012 / Spr. 2013

Fall 2013 / Spr.

2014* GEOL 1121 – Earth Materials Processes and Environments

174 224 143 153 176 143 138

GEOL 1122 – Earth History & Global Change

55 37 49 48 28 37 36

ISCI 2001 – Life and Earth Science for Teachers

X X 19 19 30 31 30

ISCI 2002 – Physical Science for Teachers

X X 19 29 32 32 32

Totals 229 261 230 249 266 243 236 Averages per Faculty 76.3 87 76.7 83 88.7 81 78.7

*Reflects current enrollment in Spring 2014 Two sections per year of GEOL 1121 were given up in order to teach the ISCI course sequences beginning in Fall 2009. In response to increasing demand from the School of Education, the ISCI courses were expanded from 20 students maximum to 32. In spite of this, we still are not able to offer enough sections of these courses to meet the overall demand. Many of our students seek other locations to take the ISCI courses, costing GSW potential revenue in the form of tuition dollars and enriching nearby schools, in particular Darton College. Through Spring 2013, however, statistics collected by Dr. Lettie Watford of the School of Education showed that every student that passed both ISCI courses here at GSW passed the science portion of their GACE exam. Students that took these courses elsewhere were not as successful. This result not only meets our mission of providing quality education to all of GSW, but also meets the mission of the School of Education in providing qualified teacher candidates through their Early Childhood program. Our upper division courses have been placed on a two-year schedule, as can be seen in the table below, and in the course sequence shown in Appendix A. Since the prior CPR in 2007, we have finished combining four courses into two: Mineralogy and Optical Mineralogy into GEOL 3121

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– Mineralogy, and Sedimentary Petrology and Stratigraphy into GEOL 4421 – Sedimentary Geology. This has reduced the total number of courses needed for the major, allowing us to teach the courses on a two-year rotation, thus making it easier for students to complete the degree in a timely manner. The following table shows the numbers of students in our upper-level courses taught since 2007:

Course\ Semster - Year

Fall 2007 / Spr. 2008

Fall 2008 / Spr. 2009

Fall 2009 / Spr. 2010

Fall 2010 / Spr. 2011

Fall 2011 / Spr. 2012

Fall 2012 / Spr. 2013

Fall 2013 / Spr.

2014* GEOL 3111 Environmental Geology 9 X 12 X 10 X 6 GEOL 3121 Mineralogy X X 12 X 9 X 6 GEOL 3131 Optical Mineralogy 4 X X X X X X GEOL 3211 Invertebrate Paleobiology X 4 X 8 X 7 X GEOL 3311 Oceanography X X 10 X 12 X 7 GEOL 3411 Intro. to Geomorphology X 11 X 11 X 8 X GEOL 3511 Structural Geology 5 X 10 X 8 X 8 GEOL 4421 Sedimentary Geology X X 7 5 X 7 8 GEOL 4611 Intro. to GIS 9 X X 9 X 6 X GEOL 4711 Igneous and Metamorphic

Petrology 7 X 8 X 8 X 6

GEOL 4811 Intro. to Geophysics X 3 X 9 X 4 X GEOL 4911 Senior Seminar X X 2 4 2 2 2 GEOL 4931 Field Methods X 4 X 7 X 6 X GEOL 4941 Senior Thesis I 2 1 0 3 2 2 2 GEOL 4942 Senior Thesis II 2 1 1 3 1 3 2 Totals 38 24 62 59 52 45 47 Averages per Faculty 12.6 8 20.6 19.6 17.3 15 15.6

*Reflects current enrollment in Spring 2014 Although the numbers have fluctuated some, the combined total number of students taught each semester has remained well over 250:

Semester \ Numbers Lower

Division Upper

Division Total

Students

Total Credit Hours

Generated*

Average per

Geology Faculty

Fall 2007 / Spring 2008 229 38 267 1068 356 Fall 2008 / Spring 2009 261 24 285 1140 380 Fall 2009 / Spring 2010 230 62 292 1130 376.7 Fall 2010 / Spring 2011 249 59 308 1184 394.7 Fall 2011 / Spring 2012 266 52 318 1210 403.3

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Fall 2012 / Spring 2013 243 45 288 1089 363 Fall 2013 / Spring 2014 236 47 283 1070 356.7

*ISCI courses are 3-credits each; all GEOL classes are 4-credits each. In conclusion, our faculty serve the institution well by providing many credit hours per term to GSW in general and our program in particular. Productivity vs. other Programs in the State of Georgia The following table shows the number of B.S. degrees in geology at all schools in the state of Georgia that have a traditional geology program (a comparison of the degree requirements for each program can be found in Appendix C).

Year \ School

GSW Georgia

State U. of

Georgia Georgia Southern

West Georgia

Columbus State

FY07 0 9 9 7 5 1 FY08 1 7 10 7 11 1 FY09 2 12 10 8 8 2 FY10 2 6 7 16 7 3 FY11 3 14 11 3 16 3 FY12 2 12 16 5 11 0 Totals 10 60 63 46 58 10

The next table is organized in terms of total numbers of degrees between FY07 and FY12.

School #B.S. in Geology Avg. Geology

Degrees per year Total

Undergraduates Total

Completions GSW 10 1.7 15,021 2573 Columbus St. 10 1.7 40,618 5033 Georgia So. 46 7.7 91,433 15,152 West Georgia 58 9.7 55,624 8137 Georgia State 60 10 126,098 23,654 U. of Georgia 63 10.5 152,620 38,884 The next table shows the number of geology degrees in terms of the total number of undergraduate degrees granted by each institution and by total numbers of students.

School #B.S. in Geology Total

Completions

% B.S. in Geology to Total

Completions

% B.S. in Geology to Total Undergraduates

U. of Georgia 63 38,884 0.16 0.041 Columbus St. 10 5033 0.20 0.025 Georgia State 60 23,654 0.25 0.048 Georgia So. 46 15,152 0.30 0.050

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GSW 10 2573 0.39 0.067 West Georgia 58 8137 0.71 0.104 Viewing the data this way shows that for its size, our program is one of the most productive in the state, producing geology majors at a rate higher than much larger schools such as the University of Georgia and Georgia State. West Georgia’s increase in degree productivity is impressive, but their total includes five different options in their program (see Appendix C) and there is no discrimination between the options at the state level. Our program includes only two options and the single graduate from our Earth and Environmental Science Education option (April Stephens) is currently working in the petroleum industry. As mentioned earlier, the total number of geoscience degrees granted nation-wide was only slightly over 4100 in FY10 (See Appendix H). In Georgia, the total was only 41. Productivity vs. other Program at smaller universities The following table shows our total number of degrees versus other schools that selected as peers via the IPEDS database after searching for public schools with a geology program and having less than 600 graduates per year. Institution Name 2007 2008 2009 2010 2011 2012 Total Georgia Southwestern State University

0 1 2 2 3 2 10

Indiana University-Northwest 4 1 2 3 0 1 11 Minot State University 2 3 2 4 6 1 18 University of Minnesota-Morris 2 0 5 4 6 1 18 The University of Texas of the Permian Basin

2 1 0 6 8 6 23

Sul Ross State University 3 3 6 7 7 3 29 New Mexico Institute of Mining and Technology

5 8 8 3 5 2 31

University of Hawaii at Hilo 7 10 5 7 6 6 41 South Dakota School of Mines and Technology

6 5 10 5 14 9 49

Western State Colorado University 9 6 10 14 14 8 61 While it is apparent that these other schools have done better at graduating students in the past several years, it should be pointed out that New Mexico Tech and the South Dakota School of Mines are specialty schools for geological and related sciences. Note also that all but one of these schools is in locations with strong mineral resource or visible geologic activity, an advantage we do not share with these institutions. A second table shows the data with respect to total numbers of undergraduate degrees at each school and the number of degrees in that time period vs. the number of full-time geoscience faculty. Our program compares favorably with all of the programs with smaller numbers of

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faculty (Sul Ross State has several adjunct instructors to bolster their numbers, as do most of the schools on the list; we have none).

Total Undergraduates

Institution Name 2007 2008 2009 2010 2011 2012 Total % GEOL # Faculty # per Fac

Georgia Southwestern State University 370 362 385 406 523 524 2570 0.39 3 3.33

Indiana University‐Northwest 411 380 355 407 467 452 2472 0.44 3 3.67

Minot State University 457 477 480 437 560 530 2941 0.61 4 4.50

University of Minnesota‐Morris 311 356 303 296 280 342 1888 0.95 3 6.00

The University of Texas of the Permian 

Basin 532 494 561 526 532 567 3212 0.72 5 4.60

Sul Ross State University 322 361 364 342 398 352 2139 1.36 2 14.50

New Mexico Institute of Mining and 

Technology 224 194 194 196 203 202 1213 2.56 20 1.55

University of Hawaii at Hilo 530 522 547 508 581 721 3409 1.20 7 5.86

South Dakota School of Mines and 

Technology 227 250 252 270 235 255 1489 3.29 14 3.50

Western State Colorado University 465 439 406 343 396 377 2426 2.51 9 6.78 Although we should have more graduates, as noted earlier we do well given the size of our institution and our location. C. The unit is composed of competent faculty members qualified to accomplish the mission and

goals of its programs. All our faculty all hold PhD’s in various areas of geological sciences and have the requisite number of graduate hours in the field. All faculty credentials meet academic standards of regional accreditation agencies. Faculty (with area of expertise and degrees): Burt Carter, Professor (Paleontology, Paleoecology) Ph.D. - West Virginia University A.B. - West Georgia College Sam Peavy, Professor (Geophysics, Environmental Geology) Ph.D. - Virginia Tech M.S. - Memorial University of Newfoundland B.S. - McNeese State University (Louisiana) Tom Weiland, Professor (Igneous Petrology, Structural Geology, GIS) Ph.D. - Univ. of North Carolina M.S. - Univ. of North Carolina B.S. - East Carolina University (Copies of current curriculum vitae of faculty members returning for Spring 2014 are given in Appendix B.)

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D. The unit demonstrates that each of its educational programs for which academic credit is awarded is approved by the faculty.

Courses are taught and revised in a two-year rotation within a curriculum approved by all program faculty. Our program currently offers two options: Traditional Geology and Earth and Environmental Sciences. The Traditional Geology option compares favorably to geology programs offered by other institutions in the state of Georgia (Columbus State, Georgia Southern, Georgia State, Georgia, and West Georgia). West Georgia offers five different options; we are comparing our program to the one that is most similar to ours. Science and math cognate courses common to all programs include Precalculus and Chemistry I, although most have the option of taking additional Chemistry, Physics and Biology. Geology classes common to all programs include GEOL 1121/1122 or equivalent, Mineralogy, Petrology, Sedimentary Geology and Structural Geology. An examination of requirements indicates that our program is more rigorous on some levels, in particular we require more geology than any other program. We have resisted the temptation to convert our program into a pure environmental geoscience or earth system science program, as so many others have done to attract more students. This may in part explain the success our students have in obtaining employment or acceptance into graduate programs. Details on each program’s requirements can be found in Appendix C. (It should be noted that Georgia State University has many options, but no particular requirements could be found on their website.) E. The faculty identifies the expected outcomes for its programs; assesses whether it achieves

these outcomes, and provides evidence of improvement based on analysis of those results. Our program has a set of nine program outcomes which are assessed using multiple means, including a set of Pretests in the core geology courses and a Capstone Assessment Exam and Evaluation of project and Senior Thesis writings. In addition, we track our alumni to confirm that they are working within the geological sciences or attending graduate school. The latest information on the results of our outcomes assessment can best be found by looking at our annual reports, which can be found in chronological order in Appendix D of this document. Appendix E shows the latest Student Learning Outcomes.

F. The unit assesses student success with respect to program completion, job placement rates,

and state licensing examinations, where appropriate. Yes, we track our alumni through a newsletter, email and personal contact. The following table summarizes the current status of all of our graduates from 2005-2013:

Name Graduation Year

Post-GSW Career

Colquitt, R. 2010 Geologist w/ Imerys Andersonville Griffin, J. 2009 Geologist w/ Imerys Andersonville Harris, M. 2010 * Hughes, J. 2005 GA State Parks

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Jarrett, M. 2005 M.S. U. of Georgia; PhD candidate U. of South Florida

Johnson, C. 2013 Just graduated Jubran, R. 2012 M.S. student at U. of Georgia Miller, J. 2006 M.S. U. of Georgia; Petroleum Industry Minchew, D. 2008 Environmental Geology

Morrison, S. 2011 M.S. U. of Arizona; PhD candidate U. of Arizona

Payne, B. 2005 Environmental Geology

Peavy, T. 2005 M.S. Auburn U.; Geologist w/ Imerys Andersonville

Reyher, S. 2013 *

Roney, R. 2011 M.S. U. of Tennessee; PhD candidate U. of Tennessee

Slater, S. 2005 Environmental Geology Smith, M. 2004 Environmental Geology; P.G. Stephens, A. 2011 Petroleum Industry Vaughn, E. 2005 M.S. Colorado State; Exploration Geologist

* Unknown or not Geology-related As stated earlier, ~90% of our graduates are either in graduate programs or working in a geology-related field. Once again, this is a consequence of strong program requirements and dedicated faculty. G. For each major in a degree program, the unit assigns responsibility for program

coordination, as well as for curriculum development and review, to persons academically qualified in the field.

Yes, our faculty work together to revise courses to meet changes in the science of geology. The Chair is primarily responsible program oversight. Dr. Svilen Kostov oversees the Dual-Degree program and advises all of its students. For more details on the program, see related information in the appendix and attached Annual Reports (Appendix D).

H. The unit’s curricula are designed so that students acquire and demonstrate college-level

proficiency in general education and essential skills. Yes, our program includes the university Core Curriculum and independently measures their basic math, writing and presentation skills through coursework assignments and a Senior Thesis project. Our current curriculum sheet can be found in Appendix F.

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I. The unit’s technology enhances student learning and is appropriate for meeting the objectives of its programs.

The program incorporates technology where appropriate to enhance student learning and potential job skills through the use of equipment and software specifically useful in the geological sciences. The following table summarizes particular technology and its relation to our student learning outcomes. Learning outcomes can be seen in Appendix E.

Technology Related SLO Explanation

Personal Response Systems (“clickers”)

8 Clickers are used in introductory geology and ISCI classes to see if students are retaining knowledge gained in the course.

GPS Technology 4, 5, 6, 7, 8, 9

GPS technology is used extensively in our upper-level classes and is essential to the modern field geologist. Training received here carries over well into graduate school or the workplace.

Arc-Info 9 GIS software 2, 3, 5, 6, 7, 8,

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The use GIS software gives our students an advantage in job placement, and even opens up additional opportunities due to the addition of this course to our curriculum.

Panalytical CubixPro X-ray Diffractometer with related equipment and software.

3, 5, 7, 8, 9

X-ray diffraction analysis is taught in our Mineralogy class and is also used on senior thesis projects. A recent graduate (Shaunna Morrison) was able to transition smoothly into a M.S. project at Arizona because of her background in X-ray analysis.

ISI ABT SX-40A Scanning Electron Microscope (SEM)

3, 5, 7, 8, 9

The SEM is used in several classes to look at mineral surfaces and has been used for various senior projects in the past. A working knowledge of SEM technology gives our students an advantage beyond GSW.

Geophysical Equipment 3, 4, 5, 7, 8, 9

Practical hands-on experience with gravity meters, magnetometers and resistivity equipment as a part of the Introduction to Geophysics class gives our students a background that only a few students at UGA would have. The rapid increase in the use of geophysical methods in the environmental industry makes this important to our students. We also have a new earthquake seismograph system from Ref-Tek that will soon be recording

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earthquakes from around the world.

Surveying Equipment 4, 5, 6, 7, 8, 9

Hands-on experience with surveying equipment is important as it gives our students additional practical knowledge that few other programs can provide.

Field-based soil and water testing equipment

4, 5, 6, 7, 8, 9

Useful for Adopt-A-Stream and senior thesis projects, and very important for future employment in environmental geology.

Rockware geologic applications software

5, 6, 9 Rockware is a standard geological analysis software that the students will encounter in their professional lives beyond GSW.

J. The unit has adequate human and financial resources to support its mission and learning

outcomes. The unit currently has sufficient financial resources to support its mission and learning outcomes. However, the lack of salary increases at our institution for the past 6 years has eroded confidence of our faculty in the future. For our more senior faculty, retirement is a very real possibility and the next generation of geology faculty may not come to GSW at our current salaries, which are well below national medians at public institutions. In any event, we will have to hire new faculty soon as retirements occur. In addition, we should have a person that could augment our program in the environmental area, in particular a person that can teach hydrogeology and perhaps soil science, a critical need for our students that are interested in pursuing careers in environmental geology. Our GEOL 3111 – Environmental Geology has been modified to include a brief introduction to hydrogeology and soil science, but full courses in these subjects would be better. We also would be able to offer more sections of GEOL 1121, a popular Area D lab science course, thus serving the mission of the University and allowing more of our students to graduate on time. In addition, our lone physics personnel cannot offer additional courses in support of our Dual-Degree program and Regents Engineering Transfer Program (RETP), as he has a full load of introductory physics courses and the Introduction to Engineering course. An additional physics person would allow us to offer more sections of introductory physics and the aforementioned support courses for the engineering students, as well as popular 3-credit Astronomy courses on a regular basis. This would once again serve the primary mission of GSW in graduating students in all degree programs in a timely fashion. K. The unit has adequate physical facilities that appropriately serve the needs of its programs We have recently acquired some nicer equipment, but our materials and equipment would need to be replaced over time in order to maintain adequacy. Our current University budget has no

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provision ofr replacement of expensive equipment beyond computers and projectors. For a current list, see Appendix G near the end of this document.

L. Additional Information on our program: The Geology program at GSW has long been in close touch with the community and our faculty are in demand for their expertise. Our faculty have also been involved in several important outreach projects: 1. Two separate student-based projects were completed in cooperation with C-E Minerals

(now Imery’s) between 2011 and 2013. The first project involved converting an extensive collection of paper exploration maps and geochemical data into interactive Geographic Information Systems (GIS) databases. Three students were hired part-time for a full academic year for this project. A second project initiated the following year employed students to convert aerial photo and survey data into an additional GIS database.

2. Dr. Weiland designed, implemented and supervised a cooperative grant project (~$10,000) with National Park Service at Andersonville. The project involved creating a GIS database of all the facilities and various land cover in the Park. A student was employed for a full academic year for the project.

3. The Geology Department is now responsible for overseeing and maintaining the Regional Training Site for EPD’s water-quality monitoring programs. This involves maintaining trainer certification, attending additional regional and state meetings and offering workshops and training to interested organizations and individuals. In addition, all students taking the Field Methods Class are now trained in the biological, chemical and bacteria monitoring programs. These research techniques have been utilized for several senior research projects Dr. Weiland also currently serves on the DNR Adopt-A-Stream Advisory Board.

4. Drs. Peavy, Weiland and Carter regularly meet with K-12 students and teachers with regards to local and regional geology. We have also done Boy Scout Merit Badge camps on both geology and astronomy.

5. Dr. Weiland is also an active member of the Georgia Science Education Advisory Committee (SEAC). As an active member he helped review the new science standards with several of his recommended edits being used in the final draft of the standards.

6. Dr. Carter has served as president-elect and president of the Georgia Geological Society. 7. Drs. Carter and Peavy have served on the thesis committees for several M.S. and Ph.D.

students. 8. Drs. Peavy and Kostov run regular observatory shows for our students and the public in

general.

M. Conclusions The Geology Program at Georgia Southwestern State University has managed to maintain high quality and slowly increased its number of majors through uncertain economic times through the

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tireless work of our small but dedicated faculty. The program will increase its productivity, quality and visibility through the following: 1) The addition of new faculty (Hydrogeology or related area; Physics), allowing our program

offer more services to our majors, the Core and other areas of the campus, thus serving the University and Departmental missions more completely. New faculty would allow our program to provide more service to the core curriculum and the School of Education, as well as allowing our majors to have a greater opportunity to explore various areas of the geosciences. It will also allow the current faculty members to teach more core and upper-level courses, particularly courses that will be beneficial to our students in either graduate school or in the work force. New physics faculty would allow more to be done with our growing Dual-degree and RETP programs. Also, some of our current faculty are approaching retirement age and will need to be replaced to maintain the high quality inherent in our current program.

2) Increased recruitment efforts, in particular to gain better students in our program which are capable of doing high quality research that might be presented at national and regional forums, thus increasing both departmental and University visibility. Geology as a profession is experiencing growth and the demand for geoscientists will far outweigh the supply for the foreseeable future. We will continue to spread the word about the exciting possibilities of our profession to high schools and two-year science programs, and continue our outstanding outreach activities which further place geology in the forefront of the community.

3) Continuing improvements to our program and its offerings will be made via careful analysis of limited data on our programs, and information provided by our alumni involved in professional geology and in graduate programs.

In summary, the Geology Program at Georgia Southwestern State University should continue to be a vital part of Georgia Southwestern State University well into the future, provided that steps are taken to not only maintain our program, but to enhance it. Our focus on program quality will continue as we move forwards over the coming decades.

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Appendix A – Course Sequences Course Sequences

Planned Course Offerings: 2013 - 2017

Offered as needed: GEOL 4911 Senior Seminar GEOL 4941/4942 Senior Thesis I/II

Fall 2013 (Fall, odd numbered years)

GEOL 1121 Earth Materials, Processes, & Environments GEOL 1122 Earth History and Global Change GEOL 3111 Environmental Geology GEOL 3121 Mineralogy GEOL 3311 Oceanography

Spring 2014 (Spring, even numbered years)

GEOL 1121 Earth Materials, Processes, & Environments GEOL 1122 Earth History and Global Change GEOL 4421 Sedimentary Geology GEOL 3511 Structural Geology GEOL 4711 Igneous & Metamorphic Petrology

Fall 2014 (Fall, even numbered years)

GEOL 1121 Earth Materials, Processes, & Environments GEOL 1122 Earth History and Global Change GEOL 3411 Geomorphology GEOL 4611 Introduction to Geographic Information Systems

Spring 2015 (Spring, odd numbered years)

GEOL 1121 Earth Materials, Processes, & Environments GEOL 1122 Earth History and Global Change GEOL 3211 Invertebrate Paleobiology GEOL 4811 Introduction to Geophysics GEOL 4931 Field Methods Taken from: http://gsw.edu/Academics/Schools-and-Departments/College-of-Art-and-Science/Departments/Department-of-Geology-and-Physics/CourseSequences/index

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Appendix B – Faculty Curriculum Vitae

RESUME: Burchard D. Carter Updated 12/9/13 ADDRESS: Department of Geology and Physics Georgia Southwestern State University Americus, GA 31709-4693 EDUCATION:

1960-1972: Valdosta City Schools, Valdosta, GA 1972-1975: Valdosta State College, Valdosta, GA Major: Spanish. No Degree. 1975: Citation for excellence in Spanish. 1975-1977: West Georgia College, Carrollton, GA Major: Geology, Minors: Spanish, Physics. Degree: A.B. 1977: Sigma Xi award for excellence in Geology. 1977-1981: West Virginia University, Morgantown, WV Specialization: Carbonate Sedimentology and Paleoecology.

Degree: Ph.D. Dissertation: Paleoenvironmental aspects of Middle Ordovician carbonates in Pendleton

County, West Virginia. Financial Support: C.W. Benedum Foundation Fellowship (1977-1980), Grants from

Pennzoil Corp. and Columbia Gas Transmission Co., 1978 and 1980 to pay dissertation expenses. EXPERIENCE:

1975-1977: Valdosta State College and West Georgia College, Teaching Assistant for Physical and Historical Geology, Sedimentation and Stratigraphy, and Optical Mineralogy. 1976-1977: West Georgia College, Research Assistant, logging well cuttings from the Georgia Coastal Plain. 1978-1979: Part-time Instructor, Waynesburg College, Waynesburg, PA (Historical Geology) and Laboratory Instructor, West Virginia University (Paleontology). 1980-1981: Post-Doctoral Research Fellow, University of Tennessee, Knoxville. Research on Ordovician carbonate sediments and paleoecology in eastern Tennessee and northwestern Georgia. 1981-1982: Assistant Professor of Geology, University of Texas, San Antonio. Courses: Physical and Historical Geology, Sedimentary Petrology, Carbonate Petrology (graduate). 1982-1983: Assistant Professor, Emory University, Atlanta, GA (one year position). Courses: Introductory Oceanography, Sedimentary Petrology, Carbonate Petrology (graduate). Advisor for one M.S. thesis. 1983-1987: Assistant Professor, Georgia Southwestern College, Americus.

Courses: Physical and Historical Geology, Sedimentary Petrology (part), Stratigraphy, Invertebrate Paleontology. 1987-1992: Associate Professor, Georgia Southwestern College.

Courses: As above. 1992-2013: Professor, Georgia Southwestern College/State University. Dept. Chair 1999-2001.

Courses: As above, plus Structural Geology, Geomorphology, Oceanography, Earth’s Evolving Environment. I inherited full responsibility for sedimentary petrology in 1999. That course and stratigraphy were combined into a single course in 2008.

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PROFESSIONAL AFFILIATIONS: 1976-2013: SEPM 1979-2013: Paleontological Society. 1979-2013: Southeastern Paleontological Society. 1979-2013: International Paleontological Association. 1984-2013: Paleontological Research Institute. 1984-2013: Georgia Geological Society.

(President-elect, 1994-95; President, 1995-96; Secretary, 1996-2003; President-Elect, 2004-05; President 2005-06) 1984-1998: Georgia Academy of Sciences. (Earth Sciences Section Secretary, 1987-1988; Section Chair, 1988-1989; Section

Councillor, 1992-1993.) 1989-2013: Alabama Geological Society. GRANTS:

1985-2013: Various Faculty Development Grants and Faculty Instructional grants from GSW have supported literature acquisition, travel for field and museum work, classroom equipment acquisition and travel to professional meetings.

1986-1988: Petroleum Research Fund. Paleobiogeographic distribution of Late Eocene echinoids in the eastern Gulf Coastal Plain.

1990-1991: Fulbright Commission. Ecological biogeography of Egyptian Eocene echinoids. 1990-1993: National Science Foundation. Paleoautecology and biofacies of north African

Eocene Echinoidea. 1999-2000: Regents distinguished professor grant to support construction of webpage on fossils

of southwestern Georgia. (Joint award with other geology and biology faculty.) REFERENCES: Sent upon request. PUBLICATIONS and PRESENTATIONS: CARTER, B.D., 1977, Silicification in the Chickamauga Limestone (Middle Ordovician) associated with

the T-3 bentonite in Alabama and northwest Georgia (abs): Ga. Jour. Sci., 35:85-86. WARSHAUER, S.M., CARTER, B.D., and NUHFER, E.B., 1979, Preserved soft parts in an Upper

Ordovician palaeocope ostracode (abs.): G.S.A. Abs. with Prog., 11:535. CARTER, B.D., 1981, Middle Ordovician bentonites and paleogeography (abs.): G.S.A. Southeast

Section Meeting, p. 4. CHOWNS, T.M., and CARTER, B.D., 1983, Stratigraphy of Middle and Upper Ordovician red-beds in

Georgia: Ga. Geol. Soc. Field Guide 18, p. 1-15. CHOWNS, T.M., and CARTER, B.D., 1983, STOP 5: Karst topography and conglomerates at the base of

the Greensport Formation (Middle Ordovician): ibid. p. 68-70. CHOWNS, T.M., and CARTER, B.D., 1983, STOP 6: Middle Ordovician section along Mount Alto Road

at southwest end of Horseleg Mountain: ibid. p. 70-73. CARTER, B.D., MILLER, P., and SMOSNA, R. A., 1984, Environmental aspects of Middle Ordovician

limestones in central Appalachians (abs.): Eastern Sect. Meeting, A.A.P.G., Pittsburgh, A.A.P.G. Bull., 68:1917.

BRANCH, W.B., and CARTER, B.D., 1985, The paleoautecology of Ocala Limestone echinoids in Lee County, Georgia (abs.): Ga. Jour. Sci., 43:23. (Branch was an undergraduate in geology at GSW.)

MANKER, J.P., and CARTER, B.D., 1985, Lower Oligocene algal nodules (rhodolites) from south Georgia and north Florida as paleoenvironmental and paleogeographic indicators (abs.): G.S.A. southeastern section, Abs. w. Prog., 17:121.

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CARTER, B.D., and CHOWNS, T.M., 1986, Stratigraphic and environmental relationships of Middle and Upper Ordovician rocks in northwest Georgia and northeast Alabama: Al. Geol. Soc. Field Guide. (Invited paper.)

HAMMACK, R., and CARTER, B., 1987, Stratigraphic distribution of Jacksonian echinoids in Georgia (abs.): Ga. Jour. Sci., 45:83. (Hammack was an undergraduate in Geology at GSW.)

MANKER, J.P., and CARTER, B.D., 1987, Sedimentology and paleoecology of a Lower Oligocene rhodolith facies in south Georgia and north Florida: Palaios, 2:181-188.

CARTER, B.D., 1987, Brissus bridgeboroensis, a new spatangoid echinoid from the Lower Oligocene of southwestern Georgia: Jour. Paleo., 61:1043-1046.

CARTER, B.D., and MANKER, J.P., 1987, Is the Pelham Escarpment purely an erosional feature? (abs.): Ga. Jour. Sci., 45:110.

CARTER, B.D., and BEISEL, T.H., 1987, "Cassidulus" trojanus belongs in the genus Eurhodia based upon new morphologic criteria: Jour. Paleo., 61:1080-1083. (Beisel was an undergraduate in geology at GSW.)

CARTER, B.D., 1987, Megataphonomy of biogeographic boundaries (abs.): G.S.A. annual meeting, Phoenix, 1987, G.S.A. Abs. w. Prog., 19:613.

CARTER, B.D., 1987, Paleogene echinoid distributions in the Atlantic and Gulf Coastal Plains: Palaios, 2:390-404.

CARTER, B.D., 1988, Biogeography of Paleozoic echinoids (abs.): Ga. Jour. Sci., 46:35. CARTER, B.D., MILLER, P., and SMOSNA, R., 1988, Environmental aspects of Middle Ordovician

limestones in the central Appalachians: Sedimentary Geology, 58:23-26. CARTER, B.D., and CHOWNS, T.M., 1989, Stratigraphic and environmental relationships of Middle and

Upper Ordovician rocks in northwest Georgia and northeast Alabama: in KEITH, B.D., (ed.) The Trenton Group (Upper Ordovician Series) of eastern North America, A.A.P.G. Stud. in Geol. 29, p. 17-26.

CARTER, B.D. and HAMMACK, R.E., 1989, Stratigraphic distribution of Jacksonian (Priabonian) echinoids in Georgia: comparison and suggested correlations with Florida and the Carolinas: Palaios, 4:86-91. (Hammack was an undergraduate in Geology at GSW.)

CARTER, B.D., BEISEL, T.H., BRANCH, W.B., and MASHBURN, M., 1989, Substrate preferences of Priabonian echinoids in the eastern Gulf Coast region: Journal of Paleontology , 63:495-503. (All coauthors were undergraduates in geology at GSW.)

MANKER, J.P., AND CARTER, B.D., 1989, Eocene and Oligocene carbonates in southwestern Georgia: Georgia Geological Society Guidebooks, 9:1:119-147. (For G.S.A. Southeastern Section meeting, Atlanta, April, 1989.)

CARTER, B.D., 1989, Late Eocene carbonate facies in southwestern Georgia (abs.): G.S.A. Abs. w. Prog., 21:3:7.

CARTER, B.D., 1990, Echinoid biofacies and lithofacies distributions in the upper Eocene of the Dougherty Plain, southwestern Georgia: Southeastern Geology, 31:175-191.

CARTER, B., 1990, Paleobiogeography of Paleozoic echinoids (invited abs.): G.S.A. Abs. w. Prog., 22:4:6.

CARTER, B., 1990, Echinoid biofacies in the late Eocene of Florida (abs.): Ga. Jour. Sci., 48:37. CARTER, B.D., 1990, Late Eocene echinoid biofacies of Florida: Palaios, 5:176-183. McKINNEY, M.L., McNAMARA, K.J., CARTER, B.D., and DONOVAN, S.K., 1992, Evolution of Paleogene

echinoids: a global and regional view: in PROTHERO, D. (ed.), Eocene-Oligocene climatic and Biotic evolution: Princeton Press, p. 349-367.

CARTER, B.D., and McKINNEY, M.L., 1992, Eocene echinoids, the Suwannee Strait, and biogeographic taphonomy: Paleobiology, 18:299-325.

HERMAN, S., and CARTER, B., 1993, Paleoecology of two clypeasteroid echinoids from southwestern France (abs.): Ga. Jour Sci., 51:39. (Herman was an undergraduate in geology at GSW.)

CARTER, B.D., and AZAB, M.M., 1993, Substrate availability as a primary control on echinoid diversity: G.S.A. Abs. w. Prog., 1993:A105

CARTER, B.D., and HAMZA, F., 1994, Substrate preferences and biofacies distributions of Egyptian Eocene echinoids: Palaios, 9:237-253.

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JORDAN, M., and CARTER, B., 1995, Rhyncholampas gouldii in the Oligocene of the Gulf Coast (abs): Ga. Jour. Sci., 53:35. (Jordan was an undergraduate in geology at GSW.)

DONOVAN, S.K., PORTELL, R.W., PICKERELL, R.K., ROBINSON, E., and CARTER, B.D., 1995, Further Tertiary cephalopods from Jamaica: JOUR. Paleo., 69:588-590.

CARTER, B.D., 1995, Temporal variations in diversity of Echinoidea through the Paleogene, eastern Gulf Coastal Plain: the effects of available substrate: G.S.A. Abs. w. Prog., 27:2:41-42

CARTER, B.D., and McGEE, R.Q., 1995, Comparison of echinoid and mollusc taphonomy in the Late Eocene of the Gulf Coast: greater diversity does not equate with a better record: G.S.A. Abs. w. Prog., 27:2:42. (McGee was an undergraduate in biology at GSW.)

CARTER, B.D. (ed.), 1995, Paleogene carbonate facies and paleogeography of the Dougherty Plain region: Ga. Geol. Soc. Guidebooks, 15:1-99.

CARTER, B.D., and MANKER, J.P., 1995, Chapter 1 -- Introduction in: GGS Guidebook, p. 1-9. CARTER, B.D., MANKER , J.P., and BRYAN, J.R., 1995, Chapter 3 -- Facies and paleogeography in:

GGS Guidebook. p. 29-51. CARTER, B.D., MANKER, J.P., HYATT, J.A., and JACOBS, P.M., 1995, Chapter 5 -- Road Log in: GGS

Guidebook, p. 71-94. FREDERICK, D.L., BRYAN, J.R., CARTER, B.D., FREDERICK, M.G., 1997, Eocene-Oligocene boundary

section at Perdue Hill Alabama; comparison of planktonic foraminiferal and macro-faunal zonation: G.S.A. Abstracts with Programs, 29:3:17-18. CARTER, B.D., 1997, PART VI: Echinoids, in BRYAN, J.R. (ed) The Salt Mountain Limestone of

Alabama: Tulane Studies in Geology and Paleontology, 30:1:44-52. CARTER, B.D., 1997, Inferring substrate preferences from test morphology in echinoids, and interpreting

spatial and temporal patterns of diversity, in WATERS, J.A. and MAPLES, C.G. (eds), Geobiology of Echinoderms, Paleontological Society Papers 3:121-145.

BOUKHARY, M.M., FOUAD, M., and CARTER, B.D., 1999, Maastrichtian echinoids from the Simsima Formation, northwest Oman Mountains, U.A.E.: a systematic view and ecological implications: Revue de Paleobiologie de Geneve, 18:2:577-595.

CARTER, B.D., 1999, Eocene/Oligocene diversity trends, echinoids of the Atlantic and Gulf Coasts. GSA Penrose Conference Presentation.

CARTER, B.D., 2003, Diversity patterns in Eocene and Oligocene echinoids: in PROTHERO, D.R., IVANY, L.C., and NESBITT E., (Editors), From Greenhouse to Icehouse: the Marine Eocene-Oligocene Transition, Columbia Univ. Press, 354-365.

CARTER, B.D., MILLER, J.M., and PORTELL, R.W., 2008, Environmental correlates to morphological distinction in late Eocene Oligopygus haldemani from Florida: GSA Abstracts with Programs, 40:4:67.

MILLER, J.M., CARTER, B.D., and PORTELL, R.W., 2008, Taxonomy and stratigraphy of Oligopygus (Echinoidea) from the Eocene of Florida and Georgia: GSA Abstracts with Programs, 40:4:66.

MILLER, J.M., CARTER, B.D., and PORTELL, R.W., (in review, Southeastern Geology), Reevaluation of Oligopygus colsoni Lambert, 1932 (Echinoidea: Oligopygoida).

RESEARCH IN PROGRESS: Two taxonomic and morphologic studies of oligopygoid echinoids in the Ocala Limestone. (With: J.M

Miller. Miller was an undergraduate advisee and has finished an MS at the University of Georgia.)

Assembly of a data set for phylogenetic analysis of oligopygoids at the species level. Paleogene echinoids of southeastern U.S -- a long-term update of the occurrences of taxa, including

description of several new ones. Stratigraphy and ecological biogeography of European Eocene echinoids. Recent barrier island accretion rate at Jekyll Island, GA Examination of barrier island morphology from Bodie Island, VA/NC to Jupiter Inlet, FL. Tabulation of stratigraphic distributions of Cenozoic bivalves in the eastern USA and construction of

Lyellian curves.

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Appendix B – Faculty Curriculum Vitae (cont).

THOMAS J. WEILAND Professor of Geology

Department of Geology & Physics Georgia Southwestern State University

800 GSW Drive Americus, GA 31709

tjw@.gsw.edu

EDUCATION Ph.D., UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL, August 1988. Thesis: Petrology of Volcanic Rocks in Lower Cretaceous Formations of Northeastern Puerto Rico.

M.S., UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL, December 1985. Thesis: Petrology, Chemistry and Evolution of the Aguacate Formation, Tilaran Cordillera and Aguacate Mountains, Costa Rica.

B.S., East Carolina University, August 1981. Overall Graduating G.P.A. 3.5, Major-Level Courses G.P.A. 3.8

PROFESSIONAL EMPLOYMENT GEORGIA SOUTHWESTERN STATE UNIVERSITY Professor of Geology (tenured), Fall 1997 to present. Associate Professor of Geology (tenured), Fall 1992 to Summer 1997. Assistant Professor of Geology, Fall 1988 to Summer 1992.

COURSES TAUGHT: Earth Materials and Processes, Earth History and Global Change, Structural Geology, Mineralogy, Geotectonics, Field Methods, Optical Mineralogy, Igneous and Metamorphic Petrology, Geographic Information Systems, Earth Science for Teachers, University 4000 (Study Abroad - Contemporary Cultures), Natural History of Costa Rica and Environmental Science for Teachers.

Stonewall Gas Company Part-time Consultant Geologist, Fall 1987 to Summer 1988. Responsible for collecting and correlating information for natural gas exploration in central Penna.

University of North Carolina at Chapel Hill Teaching and Research Assistant, Fall 1981 to Summer 1987. Responsible for teaching Introductory Geology and Sedimentary Petrology labs. Research duties included mineral separations, geochemical analyses and sample preparations. Instructor, Summer 1986. Responsible for teaching Introductory Geology lecture and lab.

Amoco Production Company Field Geologist, Summer 1985. Responsible for collecting structural data and samples from eastern Honduras.

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ACADEMIC SERVICE

I. Teaching Awards TEACHER OF THE YEAR AWARD 2008-09; Selected by University Faculty DISTINGUISHED PROFESSOR 1998-99: Selected by University Administrators to oversee

several instructional technology projects across campus. ALUMNI TEACHER OF THE YEAR AWARD 1998-1999: Selected by Alumni.

II. Departmental Responsibilities and Accomplishments Responsible for Adopt-A-Stream Regional Training Center run through the GA

Environmental Protection Division. This involved annual trainer recertification in chemical, biological and bacteria monitoring and delivery of workshops and training in these areas.

Helped students organize and initiate an American Institute of Professional Geologists Student Chapter at GSW. Served as advisor (Fall 2013 to present).

Designed, setup and maintained University’s Geographic Information System (GIS). This included obtaining funding and University support for the project.

Co-authored and distributed Interactive Courseware for Introductory Geology Courses. Revised Geosciences I and II Lab Manual and Materials. Designed and ran several field-oriented graduate-level Eisenhower/Teacher Quality courses

for science teachers. Grants paid full material, tuition and salary costs for both courses. Supervisor for Geographic Information Systems Lab, X-Ray (Fluorescence and

Diffraction) Lab, Scanning Electron Microscope Lab and Sample Preparation Lab.

Constant involvement in Departmental consulting work involving exploration, product development and quality control for Combustion Engineers and other companies.

Served as Advisor for the Geology Club (1988-1992 and 2000- 2001). Designed and ran several new field trips for both introductory and major level courses. Supervised several senior projects in areas of GIS, X-ray Diffraction and Structural Geology.

III. Institutional Responsibilities and Accomplishments Institutional Research Board Committee Member (2012 to present) Faculty Senate Member (2009-2012) Student Affairs Committee Member (2010-2012) Served as Chair 2011-2012 Member and Faculty Representative for GSW’s Foundation (Summer 2006 to

present) Faculty Advisor for Habitat for Humanity Campus Chapter, (2004-2008) Graduation and Retention Task Force Member (Fall 2005 and Spring 2006). Attended and

participated in biweekly meetings. Faculty Affairs Committee Member (2005-2008) Honorary Doctorate Committee Member (Fall 2005). Helped review nominated candidates. Business and Finance Committee Member (Fall 2005 and Spring 2006). Science Education Committee Member (Fall 2005). Served as Arts and Science

representation. Distinguished Professor Grant Review Committee Member (October 2005 and 2006). External Review Panel Member for GSW’s Middle Grades and Secondary Education

Program (Spring 2006), and History and Political Science Programs (Spring, 2006) Chair of the Faculty and Staff Grievance Committee (2002-2004). During this time duties

included organizing and chairing several formal grievance hearings. Member of the Faculty and Staff Grievance Committee (2008-2010).

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Member of the Board of Directors for Georgia Southwestern Research and Development Corporation (2003-2008)

Served as Chairman of the Scholarship and Financial Aid Committee (1992-1996). Committee redesigned categories and ranking for academic and foreign student awards during this time. Designed and taught several Elderhostel courses. Designed and presented four different Science Day workshops. Designed and delivered Summer Institute and follow-up courses in earth and

environmental science for teachers (MSP Grant Proposal) Completed a two-week faculty development workshop (Summer 2006 – 2008)

SCHOLARSHIP PUBLICATIONS Weiland, T.J., 1993, A Three-dimensional Teaching Aid for Optical Mineralogy: Journal of Geological Education, Vol. 41, no. 55, pp. 442-445. Weiland, T.J. and Suayah, I.B., 1992, Petrologic, Stratigraphic and Tectonic Significance of Mesozoic

Volcanic Rocks in the Rio Wampu Area, Eastern Honduras: Journal of South American Earth Sciences, vol. 6, no. 4, pp. 309-325.

Weiland, T.J, 2005, Invited Presentation- Maps: A Tool to Better Understand Your Watershed: Georgia River Network Conference 2006, Georgia College and State University, Milledgeville, GA.

Weiland, T.J, 2005, Panel Discussion: Watershed Wide Monitoring Events (River Rendezvous): Is this the Right Tool for Your Watershed?: Georgia River Network Conference 2005, Georgia College and State University, Milledgeville, GA.

Peavy, T., Brown I., Harbert, H., Tietjen, W. Weiland T.J., 2005, A Water Quality Survey of the Whitewater Creek Watershed, Mcaon and Taylor Counties, West-Central Georgia: Georgia Journal of Science, vol.63, no. 1.

Weiland, T.J., 2004, University 4000 – Contemporary Culture Perspectives: Professional Development and Planning Week Information Sessions, Georgia Southwestern State Univ., Americus, GA.

Bryant, R. and Weiland, T.J., 2002, Project MISSi: A Middle School Science Initiative Implemented to Enhance Science Education in Middle Schools of Central Georgia: Georgia Science Teachers Association (GSTA) Conference, Jekyll Island, GA.

Weiland, T.J. and Bryant, R., 2002, The Middle School Science Initiative: Developing an Innovative Science Course for Teachers: Georgia Association of Colleges for Teacher Education/ Georgia Association of Teacher Educators (GACTE/GATE) Conference - Improved Student Learning: A Shared Responsibility, St. Simons, GA.

Veal, B. and Weiland, T.J., 2002, Petrology and Geochemistry of Clasts in Coarse-grained Metasediments of the Ocoee Supergroup, Cohutta Area, Georgia: An Erosional Record of the Granitic Basement: Geological Society of America (GSA) Southeastern Section Annual Meeting, Lexington, KY.

Weiland, T.J. and Askren, D., 2001, Using Local Geology and Interactive Software to Increase Student Interest and Comprehension: Geological Society of America Abstracts with Programs, 2001 Annual Southeastern Mtg., Raleigh NC.

Askren, D. and Weiland, T.J., 2001, Using Inquiry-Based Curricula and Georgia Geology Modules to Implement Change in Earth Science Education: Teaching with Technology System Meeting, Kennesaw State University, February, 2001.

Weiland, T.J., 2000, Integrating GIS into an Undergraduate Geology Program: An Example from Georgia Southwestern State University. Geological Society of America Abstracts with Programs, 2000 Annual Southeastern Mtg., Charleston, S.C.

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Weiland, T.J., 1999, Integrating GIS into the Undergraduate Curriculum of Georgia Southwestern State University (Invited Presentation): 1999 Annual Georgia GIS Conference, Athens, GA.

Weiland, T.J., and Askren, D., 1999, Improving Earth Science Education with Interactive Coursework and Georgia Geology Modules: Georgia Science Teachers Annual Conference, Atlanta, GA.

Weiland, T.J., 1998, Promoting Digital Technology in Today's Classrooms: Examples from Georgia Southwestern: Distinguished Professors' Colloquium, Statesboro, GA.

Astle, D.M. and Weiland, T.J., 1997, Using GIS to Create an Interactive Database of the Structural Geology of Oak Mountain State Park, Alabama: Georgia Journal of Science, vol. 55, no. 1, pp. 80-81. Weiland, T.J. and Suayah, I.B., 1996, Mineralogy and Petrology of Miocene-Pliocene Aguacate

Volcanic Rocks of Costa Rica: AGU 1996 Spring Meeting Abstracts, vol.77, no. 17, p. S-279. Summers, T.P. and Weiland, T.J., 1996, Quantitative Phase Analysis of Production Refractory Materials

Using an Automated X-ray Diffractometer and a Simple Addition Model: Georgia Journal of Science, vol. 54, no. 1, p.43.

Weiland, T.J. and Suayah, I.B., 1992, Mesozoic Volcanic Rocks of the Rio Wampu, Eastern Honduras: Chronology, geochemistry and Petrology: Geological Society of America Abstracts with Programs, 1993 Annual Mtg., vol. 25, no. 6, p. 97.

Weiland, T.J., 1989, Petrology of the Lower Cretaceous volcanic rocks of Northeastern Puerto Rico - Initial Products of Island-arc Volcanism: 12th Caribbean Geological Congress, St. Croix, U.S. Virgin Islands, Abstracts with Programs, p.180

Weiland, T.J., 1989, Selective Spilization of Lower Cretaceous Volcanic Rocks in Northeastern Puerto Rico: Geological Society of America Abstracts with Programs, vol. 21, no. 3, p.64. Weiland, T.J., 1989, Early Island-arc Volcanism of Northeastern Puerto Rico - Partial Mantle Melts Modified by Multi-level Crystal Fractionation: 28th International Geological Congress, Washington, D.C., Abstracts, vol. 3, pp. 345-346.

RESEARCH/TEACHING GRANTS, CONTRACTS AND AWARDS National Park Service Grant ($10,000) for Fall 2011 to Summer 2012 to develop GIS database for

Andersonville National Historic Site Improving Teacher Quality Grant ($44,741) to Weiland and Larsen for Spring 2008 through Fall

2008. Supported the distribution materials and training of teachers and resource coordinators relative to Earth Science Activities and Resources for Middle and Secondary Grades.

Improving Teacher Quality Grant ($41,310) to Weiland for Summer 2006 through Spring 2008. Supported the development and distribution of Earth Science Activities and Resources that Address National and State Performance Standards.

Distinguished Professor Grant ($2,688) to Weiland and Peavy for Fall 2006 through Spring 2007. Supported the purchase and integrated use of student response systems in introductory classes

Distinguished Professor Grant ($3,209) to Weiland for Fall 2003 through Spring 2004. Supported Integrating GIS in Field Courses, Class Demonstrations and Research using Handheld Computers.

Eisenhower Higher Education Grant ($25,506) to Weiland and Askren for Summer 2001 through Spring 2002. Supported the Implementation of Georgia Geology Modules through Regional Distribution and Mentor Training.

Distinguished Professor Grant ($6,641) to Weiland and Askren for Fall 2000 through Spring 2001. Supported Implementation of Interactive Courseware for Introductory Geosciences.

U.S. Department of Education ($1,432,512 total / $620,947 federal) for Fall 2000 through Summer 2003. Served as co-author for Restructuring the Teacher Education Program at Georgia Southwestern to Address the Needs of Tomorrow's Teachers and Students.

Eisenhower Higher Education Grant ($27, 972) to Weiland and Askren for Summer 2000 through Spring 2001. Supported the continued development and distribution of Using Inquiry-Based Curricula to Implement Change in Earth Science Education.

U.S. Department of Education ($290,439 total / $132,845 federal) for Fall 1999 through Summer

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2000. Served as principal grant author and co-director. The title of the project was Integrating Instructional Technology throughout the Teacher Education Program at GSW.

Eisenhower Higher Education Grant ($20,265) to Weiland and Askren for Summer 1998 through Spring 1999. Supported the development and distribution of Interactive Courseware and Geology of Georgia Modules to middle grades Earth Science classes.

University System of Georgia Teaching and Learning Grant ($15,913) to Weiland and Askren for Fall 1998-Spring 1999. Awarded to Redesign Geoscience Education with Interactive Courseware.

Faculty Development Grant ($125) for Spring 1996. Partially supported participation in the Annual Meeting of the Geophysical Union in Baltimore.

Eisenhower Higher Education Grant ($12,128) for Spring/Summer 1995. Awarded to support a new course in environmental science for teachers.

C-E Minerals Research Contract ($1,217) for Summer 1994. Awarded for density composition determinations of ore samples.

ALCOA of America Contracts ($1,500) for Summer 1993 and Fall 1994. Awarded for the petrographic study of corundum samples.

Eisenhower Higher Education Grant ($13,889) for Summer 1994. Awarded to support a second year of the earth science for teachers course.

SCHOLARSHIP RESEARCH/TEACHING GRANTS, CONTRACTS AND AWARDS (CONTINUED) Eisenhower Higher Education Grant ($10,400) for Summer 1993. Awarded to support a new field-

oriented Geology course for teachers. American Cyanamid Research Contract ($65,975) for January 1990 to January 1991. Awarded for

the mineral exploration project. Faculty Development Grant ($750) for Fall 1989. Awarded to support field work and student

research in Puerto Rico. Faculty Development Grant ($700) for Summer 1989. Partially supported participation in 28th

International Geological Congress at Washington. Grants/Scholarships Supporting Ph.D. and M.S. Research

University Research Council and Foreign Research Grants, Summers 1986, '87; Kenan Trust Fund Grants, Summer 1982, '83, '84; Geological Society of America Penrose Grant, Summer 1985; Graduate School Off-Campus Dissertation Fellowship, Fall 1986; Martin Trust Fund Fellowship, Summer 1983, '86; American Federation of Mineralogic Societies Fellowship, 1984 to 1986

GRANT/PROGRAM REVIEWS (INVITED) Improving Teacher Quality Grants (2007, 2006 and 2005) Professional Standards Commission Review of Teacher Education Programs (2003) Eisenhower Higher Education Program for Improving Math and Science Education (1995-2001)

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Appendix B – Faculty Curriculum Vitae (cont.)

Samuel Thomas Peavy

Department of Geology and Physics 800 Georgia Southwestern State University Drive

Americus, GA 31709

(229)931-2330 speavy@canes.gsw.edu

http://itc.gsw.edu/faculty/speavy/ Summary Geophysicist: My main research interest is the use of geophysical data to determine the spatial and temporal variations of subsurface physical properties to solve practical problems in geology and hydrogeology. Education Ph.D., Geophysics, Virginia Polytechnic Institute and State University, 1997 MSc., Earth Sciences (Geophysics), Memorial University of Newfoundland, 1985 B.S., Physics (cum laude), McNeese State University (Louisiana), 1983 Professional Employment Professor, Georgia Southwestern State University (2011-present), Department Chair (2007-

present) and Department Coordinator (2006-2007). In those capacities worked with other chairs and the Dean on scheduling, report filing, etc. Maintaining high quality geology program in spite of significant campus budgetary issues. Taught Introductory Geosciences I (2011-present) with lab, Introduction to Geophysics + lab (2008-present), Environmental Geology + lab (2007-present), Structural Geology with lab (2008-present), and Integrated Sciences 2001 & 2002 (2009-present). Also, directed two student research projects since 2011. Developed web sites and new materials for almost all courses. Work to maintain departmental web pages. Interim Chair of Chemistry (2013-2014).

Associate Professor, Georgia Southwestern State University (2005-2011), Department Chair (2007-present) and Department Coordinator (2006-2007). In those capacities worked with other chairs and the Dean on scheduling, report filing, etc. With colleagues in Geology & Physics have increased enrollment in Geology Major and Minor. Taught Introductory Geosciences I (2005-2009) and II (2005-2006) with labs, Introduction to Geophysics + lab (2008), Environmental Geology + lab (2007, 2009), Structural Geology with lab (2008), Introduction to Physics I and II with lab (2007), Solar System Exploration (2007), and Integrated Sciences 2001 & 2002 (2009). Also, directed four student research project (2005). Developed web sites and new materials for almost all courses.

Assistant Professor, Georgia Southwestern State University (2000-2005). Taught Introductory Geosciences I (2000, 2003-2005) and II (2001-2005) with labs, Introduction to Geophysics + lab (2001, 2003), Environmental Geology + lab (2001, 2004), Environmental Geophysics + lab (2005), Introduction to Physics I and II with lab (2001-2002), Solar System

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Exploration (2002), and Senior Seminar (2002). Also, directed four student research projects (2001-2005). Developed web sites and new materials for almost all courses.

Assistant Professor, Rutgers University, Newark (1997-2000). Taught Environmental Geology (1999), Applied Geophysics (1997, 1999), Planet Earth (1998), a Freshman Seminar Course (1998) and a graduate course in Environmental Geophysics (1998). Developed new labs for Planet Earth, Environmental Geology, and Applied Geophysics courses.

Teaching assistant, Virginia Polytechnic Institute and State University (1991-1997). Lab

courses include Physical Geology ('91-'93), Historical Geology ('92), Engineering Geology ('93), Exploration Geophysics I ('93-'94), Field Study in Geophysics ('93-'94), Elementary Geophysics ('95), and Seismic Stratigraphy ('96-'97). Mentored student in seismic data processing ('95), and re-wrote labs for both Exploration Geophysics and Seismic Stratigraphy ('94-'97).

Summer intern, Amoco Production Company in Houston, Texas (1992). Geophysicist performing regional potential fields study with the purpose of defining basement structure and constraints on depth to source rock by 2- and 3-D modeling of gravity, and the integration of seismic and well data.

Instructor in the Chemistry and Physics Department at Francis Marion College in Florence, SC (1987-1991). Taught both Physical Science I and II and General Physics courses and laboratories, and advised incoming freshmen. Judged in regional and local science fairs, and developed departmental brochures describing programs (1990).

Teaching Assistant/Visiting Lecturer in the Physics Department of McNeese State University Lake Charles, LA. Taught labs in General and Technical Physics (1982-1983), and Geophysics lab and lecture (1986, 1987), and General and Technical Physics labs (1986, 1987). Voluntary research assistant at McNeese State University for Dr. J. N. Beck in a study of background radiation levels in SW Louisiana (1981-1983).

Teaching Assistant, Memorial University of Newfoundland (1983-1985). Taught labs in Exploration Geophysics ('83), and Modern Physics ('84-'85); Aided in the collection of heat-flow data off the south coast of the island of Newfoundland (1983) and in the collection of gravity and seismic data on the island of Newfoundland (1983-1985).

Honors and Awards

Louisiana State Board of Trustee's Scholarship recipient ('79-'83) Memorial University of Newfoundland Fellowship and Earth Sciences Bursary recipient

('83-'85) SEG scholarship recipient ('92-'96) Chevron Fellowship recipient (`92-'93) Chevron Scholarship (Summer `93) Texaco Fellowship recipient ('94-'95) Mobil Fellowship (Fall '95) VPI Dept. of Geol. Sci. Aubrey E. Orange Geophysics Research Award recipient ('93,

'96, '97) VPI Dept. of Geol. Sci. Tillman Teaching Award ('97) Special Rutgers-Newark FASN Certificate of Outstanding Teaching (’99) Georgia Southwestern Alumni Teaching Award recipient, Fall 2005. Georgia Southwestern President’s Award for Excellence in Service, Spring 2009

Memberships in Honor Societies

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Pi Mu Epsilon (Mathematics) Phi Kappa Phi (General) Sigma Pi Sigma (Physics)

Memberships in Professional Societies

Society of Exploration Geophysicists; (1984-present) European Association of Exploration Geophysicists (1993-present) American Geophysical Union (1994-present) Geological Society of America (1993-present) American Association of Petroleum Geologists (1994-present) Environmental and Engineering Geophysical Society (1997-present)

Service

Student Senator ('81-'83) and President ('82-'83) of the McNeese German Club. Vice-President (1981) and President (1982) of McNeese Physics Society. Treasurer and founding member of MUNSEG (Geophysics Society at Memorial U.;

1984-1985). Departmental representative to Graduate Students Union at Memorial (1984-1985). Science Fair Judge, South Carolina Independent Schools (1989-1990); Pee Dee

Regional Science Fair (1988-1991). Guest speaker on 'Careers in the Geosciences', "Fun Physics" Program for high school

students, Francis Marion College (1989). Instructor in the Young Scholars in Physics Program, Francis Marion College (1991). Departmental representative to Graduate Student Assembly at Va. Tech ('91-'93, '94-

'96). President of VPI Geophysical Society ('92-'93). Volunteer talk to 4th-graders in Riner, Va. on "Earthquakes and Volcanoes" (1993). Volunteer talk to 4th-graders in Blacksburg, Va. on "Topographic Maps" (1996). Graduate student representative on the VPI&SU University Commission on Student

Affairs ('95-'96). "Reflection Seismology -- the Geophysicists CAT Scan", invited lecture for the Physics

Colloquium at Francis Marion University (1996). Reviewed a paper for an upcoming GSA Special Paper on the Geology of the Central

Appalachian Piedmont (1997) Volunteered to review papers for Geology (1997) "Lateral continuity of major structures in the Central Appalachians", invited talk at

Geology Colloquim, Busch Campus, Rutgers University (1998). Member of Student Affairs Committee for Faculty of Arts & Sciences, Newark (1998-00) Participated in “Lots of History” program for local high school teachers sponsored by the

Greater Newark Conservancy (1998). Voluteered to be a judge in the Rutgers Academic Challenge for high school students

(1999). General advisor for students in Newark College of Arts and Sciences, RU-N (1999-

2000).

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Chairing Social Committee for the at the 2000 Northeastern Section GSA Annual Meeting in New Brunswick, NJ, and chaired a symposia entitled “Environmental Geophysics”.

General Advisor (2000-2003) and Geology advisor at GSW (2000-present) Participated in Move-In Days (2000-2003) Reviewed paper for Journal of Engineering and Environmental Geophysics (2000) Served on Business and Finance Committee (2000-2001). Took over administration of AMG seismic station (2000-present) Reviewed proposals for BRHE program to assist scientists in the former Soviet Union

(2001, 2002) Served on SACS committee on Institutional Advancement (2001-2002) Served on Instructional Technology Advisory and Student Affairs Committees (2001-

2003; 2005-present) Co-Advisor for Gamma Beta Phi Honor Society (2001-2003), and current Advisor (2003-

present) Worked with other departmental faculty on the refurbishment of the GSW observatory

(2001-2004) Participated in Geology Club field trips to Graves Mountain (2002, 2004) Co-leader of Geology Club Field Trip to Washington and Oregon (May, 2002) Serving on GSW Graduation Committee (2002-present) as “Captain of the March” Advisor of GSW Geology Club (2002-2004) and co-advisor (2008-present). Reviewed Distinguished Professor Grant proposals (Fall, 2002) Participated in “Story Time” program at the Lake Blackshear Regional Library in

Americus (Fall, 2002) Participated in reading program at Cherokee Elementary School (2002-2004). Served as mentor to new physicist Stefan Dieters (2002-2003) Chaperoned student (Daniel Raines) during presentation at SE GSA meeting in

Memphis, TN, March 2003. Served two-year term on Faculty Senate (2002-2004); Secretary of Faculty Senate

during second year. Preview Day, Spring 2004; Fall 2005; Spring 2007, Fall 2007, Spring 2008, Fall 2008,

Spring 2009 Served on Institutional Research Committee (2003-2005); elected chair of committee

(Fall 2004) Worked with Dr. Stefan Dieters on Observatory Open Houses (2003-2006) and with Dr.

Svilen Kostov on the same (2006-present). Active member of Americus Kiwanis Club (September 2003 – present); Board Member

(2005 – present) Working with Americus Kiwanis Club on the establishment of a Circle-K Club at GSW

(2004) With Elizabeth Gurnack, took over the GSW Film Series in Fall 2004; continued through

Spring 2008. Took over the “Joe Johnson” teaching circle with his departure in Fall 2004 through

Spring 2006 Serving as mentor to new physicist Svilen Kostov (2004-2005) Served on search committee for Analytical Chemistry position (Spring, 2006) Performed peer reviews for Svilen Kostov, Gabriele Stauf and Herschel Beazley (Spring,

2006), David Garrison (Spring 2007),

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Did two-week workshop on “Physics for Teachers” at Macon County High School, Summer 2006.

Serving as Department Coordinator (Fall 2006 – present) Served on Arts and Sciences Tenure and Promotion Review Committee (Fall 2006) Worked with School of Education on the development of new Integrated Science

Courses (with Stephanie Harvey). Science representative at Terrell County Career Day, February 2007. Attended workshop in course design for new state/BOR mandated courses in Integrated

Sciences for Early Childhood Education majors in Macon, March 2007. Co-hosted with Rob Hawman of UGA a special session entitled “Understanding the

Earth’s Interior: Geophysics in the Eastern United States from the Near-Surface to the Mantle” at the 2007 SE GSA meeting in Savannah. The session was a success overall, with five well-attended talks.

Supervised Honors Student project, Spring 2007. Worked with Geology & Physics faculty and physical plant personnel to move materials

out of the Roney Building for HVAC improvements, summer 2007 and 2008. Participant in two NSF-funded workshops on teaching and course design: a) “Effective

and Innovative Course Design” in Hamilton, New York in July, 2007, and b) “Teaching Geophysics in the 21st Century” in Jackson Hole, Wyoming in August, 2007.

Reviewed a proposal for the Science Center programs of the U.S. Department of State and the U.S. Civilian Research and Development Foundation (CRDF), Fall 2007.

Served on the President’s Inauguration Planning Committee in Fall 2007. Reviewed a NSF proposals for the Division of Undergraduate Education (DUE) program

(2007-present). Attended workshop on course design for new state/BOR mandated courses in Integrated

Sciences for Early Childhood Education majors in Dublin, Georgia, December 2007. Serving on STEM advisory committee (2007-2011). Served on the Sociology Program CPR “committee” in February 2008. Served on English Program(s) CPR committee in March 2008. Participated in the GSW Science Day in April 2008. Reviewed NSF Earthscope proposals (2011-2013) Participated in a Storm Day last summer and two Preview Days in 2012-2013. Helped with GSW Mathematics Tournament (2008). Went to Deerfield-Windsor and Colquitt County High Schools to give talks on GSW

Geology and water resource issues in SW Georgia in April, 2008. Had a special morning “Geology Day” for a local cub scout group, Fall 2008 and 2010

and an Observatory night for the same group, Spring 2009. Participated in GSW Science Challenge, Spring 2009. Reviewed papers for GCCI (2007-present) Served on Academic Affairs Committee (2007-2009); Secretary of committee for 2008-

2009. Using “clicker” technology for assessment of students in the classroom, as well as

integrating various hands-on, active learning activities in courses at several levels (2008-present).

Served as chair of Business and Finance Committee (2009-2011) Participated in GSW Science Day, April 2010-2011 Hosting Observatory Open House events 2005-present Serving on Scholarship and Financial Aid Committee (2011-2013) Served on University-Wide Promotion and Tenure Committee (2011-2013)

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Vice President (2010-2011), then President (2011-2012) of the Americus Kiwanis Club, leading the club in many charitable and service activities in the community. Currently serving on the Board of Directors (2010-2013).

Serving on Faculty Affairs Committee (2013-present) Serving on A&S Promotion and Tenure Committee (2013-present) Serving on University-Wide Committee to formulate GSW Faculty Retention and

Recruitment Plan for salary equity adjustments. Students Advised or Sponsored Elizabeth S. Granger, An Investigation of the Utility of Spectral Induced Polarization to Locate

Organic Contaminants in the Subsurface – Completed MS in Environmental Geology, Rutgers-Newark, 2000.

Stephanie Nowak (2001-2005) – Serving on PhD Committee at Virginia Tech on “The Seismicity

of Turkey: A Numerical Modeling Approach Incorporating INSAR Data”. Defense in Fall, 2004.

Lori K. Norton, A Geophysical Investigation of Sinkhole Development at the Starlin Farm, Leslie,

Georgia – 2001-2002 Dale Godfrey, Baseline Study of the Water and Soils of the Buck Creek Watershed, Georgia –

2001 –2002 (with Dr. M. D. Khalequzzaman). Samantha Slater, The Relationship Between Subsurface Conductivity and Surface Weather

Conditions – 2002-2004). Brooke Payne, Gravity Survey to Determine Extent of Triassic Basin Sediments in the

Subsurface of SW Georgia (2004-2005)

Mathais Merid, Gravity Survey of the Andersonville Fault (2010-2011)

Ryan Jubran, Electrical Resistivity of Karst Region in Albany, Georgia (2011-2012)

Courtney Johnson, Water Quality in and near the GSW Campus (2012-2013) Grants Electrical resistivity variations at the Rice Creek Field Station, Oswego, New York, with Dr. David W. Valentino (SUNY-Oswego), Rice Creek Field Associates, Oswego, NY, 1998, $1500 Faculty Development Grant (GSW, 2000-2001): A Geophysical Investigation of Sinkhole Development at the Starlin Farm, Leslie, Georgia -- $700 Distinguished Professor Grant (GSW, 2001-2002): Modernization of Introductory Physics Classes via New Applications of Instructional Technology (with Rolf Schimmrigk) -- $4961.

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Distinguished Professor Grant (GSW, 2001-2002): Writing Across the Curriculum Website Development (with Margaret Ellington, Brian Davis, Gary Fisk, Ellen Cotter and Diane Bradley) -- $2700. Faculty Development Grant (GSW, 2002): Presentation of research at the SE Section GSA meeting in Lexington, Kentucky, April 3-5, 2002 -- $253 Faculty Development Grant (GSW, 2002): An Outdoor Geological Exercise for Historical Geology Lab (with Dan Askren) -- $200 Faculty Development Grant (GSW, 2004): A Laboratory-Scale Experiment in Determining Soil Moisture Using Electrical Resistivity -- $700 Distinguished Professor Grant (GSW, 2004-2005): A Modern Data Collection System for the AMG Seismic Station -- $996 Distinguished Professor Grant (GSW, 2006-2007): Using Student Response Systems to Increase Student Interaction and Comprehension (with Tom Weiland) -- $2688 Faculty Development Grant (GSW, 2007): Presentation and Co-Host of Special Session, SE GSA Meeting, Savannah, Georgia -- $340 Received, with Lettie Watford, David Garrison and Boris Peltsverger, a STEM grant through the state of Georgia for $240,000 over three years, now extended (2007-present). Distinguished Professor Grant (GSW, 2009): Environmental Studies Using Stationary Weather Stations -- $2800. Faculty Development Grant (GSW, 2010): Presentation at NE-SE Regional GSA Meeting in Baltimore, MD -- $234. Faculty Instructional Grant (GSW, 2013): Using Student Response Systems to Increase Student Interaction and Comprehension -- $3710. Publications

Kilfoil, Gerald J., Miller, Hugh G., and Peavy, Samuel T., A Geophysical Interpretation of an Integrated Data Set: Structure within the Offshore Carboniferous Bay St. George Subbasin, Western Newfoundland, Program with Abstracts, Joint Annual Meeting, GAC,MAC,CSPG,AGC,AMC,SCGP, St. John's, NF, 1988, p.A66.

Miller, H.G., G.J. Kilfoil, and S.T. Peavy, An integrated geophysical interpretation of the Carboniferous Bay St. George Subbasin, Western Newfoundland, Bulletin of Canadian Petroleum Geology, Vol. 38, No. 3 (Sept.,1990), p. 320 -331.

Hopkins, Debbie L., Peavy, Samuel T., and Costain, J.K., Source Constraints on Gravity and Magnetic Trends in the Appalachians and the Mid-Continent Rift System Using Pseudomagnetic Fields, Abstract for GSA Annual Meeting, Boston, MA, 1993.

Peavy, S.T., and Çoruh, C., Structural Dip Limitations in Migrated Seismic Data, Abstract for Southeastern Section GSA Annual Meeting, Blacksburg, VA, 1994.

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Çoruh, C., Peavy, S.T., Domoracki, W.J., and Costain, J.K., Geophysical Evidence for Thick Crustal Extension in the Southeastern United States , Abstract for Southeastern Section GSA Annual Meeting, Knoxville, TN, 1995.

Peavy, S.T., Çoruh, C., and Costain, J.K., Geophysical Evidence for an extensional origin for the Salisbury Potential Field Anomaly, Eastern Virginia, Abstract for GSA Annual Meeting, New Orleans, LA, 1995.

Peavy, S.T., VSEX: A Unique Solution to a Problem in Planetary Tectonics, Abstract for Southeastern Section GSA Annual Meeting, Jackson, MS, 1996.

Çoruh, C., Peavy, S.T., and Costain, J.K., Geophysical Evidence for Inversion Tectonics and it's Role During Mesozoic Extension in the Southeastern United States, Abstract for Southeastern Section GSA Annual Meeting, Jackson, MS, 1996.

Peavy, S.T., Costain, J.K., Çoruh, C., and Domoracki, W.J., The architecture of the Appalachian orogen: insights from reflection seismic data, Abstract for 7th Deep Reflection Seismic Conference, Monterey, CA, 1996.

Peavy, S.T., 1997, An Integrated Geophysical Study of the Central Appalachians of Western Virginia and Eastern West Virginia, U unpublished PhD dissertation, Virginia Polytechnic Institute and State University, Blacksburg, VA,

Peavy, S.T., Costain, J.K., and C. Çoruh, 1997, Apparent subsurface structures from seismic reflection continuity in the central Appalachian orogen, Abstract for the GSA annual meeting, Salt Lake City, Utah.

Peavy, S.T., and S. Sayer, 1998, Analysis of a possible neotectonic feature in SW Virginia using potential field attributes, Abstract for the Northeastern Section GSA, Portland, ME.

Peavy, S.T., and David W. Valentino, 1998, Electrical resistivity variations at the Rice Creek Field Station, Oswego, New York, Abstract for the GSA annual meeting, Toronto, Ontario.

Peavy, S.T., and David W. Valentino, 1999, Variability of electrical resistivity at the Rice Creek Field Station, Oswego, New York: Implications for the distribution of groundwater, Proceedings of the SAGEEP meeting, Oakland, CA, p.349-357.

Granger, Elizabeth. S., and Peavy, S. T., 1999, Location and Delineation of Subsurface Tar Contamination Using Electrical Methods, Abstract for the GSA annual meeting, Denver, CO.

Granger, Elizabeth, and Samuel T. Peavy, 2000, Variability of Electrical Parameters Due to Tar Contamination, Proceedings of the SAGEEP meeting, Arlington, VA.

Knapp, James H., William J. Domoracki, Donald T. Secor, Michael G. Waddell, Camelia C. Diaconescu, Samuel T. Peavy, Seth Ackerman, Wayne Baldwin, Abhijit Gangopadhyay, Thomas Kastner, Keith Kepple, Megan Luc, Kevin Morrison, Salomon Nve, Alfredo Oba, Gary Shehane, and Mary Varga, 2001, Shallow Seismic Profiling of the Camden Fault, South Carolina Coastal Plain, GSA Abstracts with Programs, Vol. 33, No. 2, Raleigh, NC. (poster)

Domoracki, William J., James H. Knapp, Samuel T. Peavy, Camelia C. Diaconescu, Donald T. Secor, and Michael G. Waddell, 2001, Shallow Seismic Profiling of the Camden Fault, South Carolina Coastal Plain, GSA Abstracts with Programs, Vol. 33, No. 2, Raleigh, NC. (talk)

Valentino, David W., Samuel T. Peavy, and Alfred Stamm, 2002, Long-Term Electrical Resistivity Monitoring at the Rice Creek Field Station, Oswego, NY, GSA Abstracts with Programs, Vol. 34, No. 1, Amherst, MA (poster).

Norton, Lori K., and Samuel T. Peavy, 2002, A Geophysical Investigation of a Karst Area near Leslie, Georgia, GSA Abstracts with Programs, Vol. 34, No. 2, Lexington, KY (poster).

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Valentino, David W., Samuel T. Peavy and Richard W. Valentino, 2004, Alleghanian Orogenic-Float on the Martic Thrust During Dextral Transpression, central Appalachian Piedmont, Journal of Geodynamics, 37, pp. 613-631.

Peavy, Samuel T., Cahit Coruh, John K. Costain and William J. Domoracki, 2004, Contrasts in Tectonic Style of the Central and Southern Appalachians, United States: Insights from Seismic Reflection Data, Journal of Geodynamics, 37, pp. 633-655.

Hoover, Kelli Jo, Valentino, David W, and Peavy, Samuel T., 2006, Assessing the Architecture of a Drumlin with the use of Electrical Resistivity Techniques, Oswego, New York, Geological Society of America Abstracts with Programs, Vol. 38, No. 2, p. 13.

Peavy, Samuel T.,2007, Application of Potential Field Attributes in Determining the Location and Depth of Sources at Various Scales; SE Section Meeting, GSA, March 29-30 2007, Savannah, Georgia.

Peavy, Samuel T., 2010, Detailed architecture of the sub-Coastal Plain South Georgia Basin as revealed by geophysical data, NE-SE Section Meeting, GSA, March 14-16 2010, Baltimore, Maryland.

Peavy, Samuel T., Costain, J. K. and Coruh, C., 2014 (est.), Crustal Structure and Seismicity, in C. M. Bailey and D. Powars, The Geology of Virginia, Geological Society of America Special Volume – currently being edited.

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Appendix C: Geology Curriculum Comparison for Schools in Georgia Table 1: Science and Math Cognate Requirements Georgia Southwestern

Columbus State West Georgia Georgia Southern

U. of Georgia

Calc. I or Stats (3/4)

Calculus I (4) Calculus I (4) Calc. I and Statistics (7)

Calc. I & II (8)

Chem. I & II (8) Chem. I & II (8) Chem. I (4) Chem. I & II (8) Chem. I (4)

Physics I & II (8) Physics I & II (8) Any 3 of Chem. II, Biol. I or II, Phys. I or II (12)

Physics I & II (8) Any 3 of Chem. II, Biol. I or II, Phys. I or II (12)

GEOL I & II (8) GEOL I (4) GEOL I & II (8) GEOL I & II (8) GEOL I & II (8)

Biology (4) or Env. Studies (3)

Biology I (4) Statistics (3)

Total = 27/28 Total = 27/28 Total = 28 Total = 35 Total = 35 Table 2: Geology Requirements

Georgia Southwestern

Columbus State West Georgia Georgia Southern U. of Georgia

Environmental Geology (4)

Environmental Geology (4)

Field Geology (4) Field Methods (4) Earth Materials (4)

Field Methods (4) The Fossil Record (4)*

Ig./Met. Petrology (4)

Mineralogy (4) Internal Earth Processes (3)

Geomorphology (4) Historical Geology (4)*

Mineralogy & Crystallography (4)

Petrology and Petrography (4)

Life and Ecologies of the Past (3)

Ig./Met. Petrology (4)

Ig/Met Petrology (4)

Optical Mineralogy (2)

Stratigraphy & Sedimentation (4)

Sedimentary Geology (3)

Intro. to GIS (4) Mineralogy (4) Paleontology (4) Structural Geology (4)

Structural Geology (4)

Intro. to Geophysics (4)

The Solar System (4)*

Plate Tectonics (3) Intro. to Research (2)

Surface and Near Surface Proc. (4)

Invertebrate Paleobiology (4)

Structural Geology (4)

Sedimentary Petrology (3)

Senior Thesis Research (2)

Geology Field School (6)

Sedimentary Geology (4)

Geology Elective (3/4)

Structural Geology (4)

Senior Seminar (1) Geology Electives (6)

Structural Geology (4)

Seminar (1) Geology Electives (6)

Senior Seminar (1) Research (1) Senior Thesis (2) Geology Elective (4)

Total = 47 Total = 35/36 Total = 30 Total = 29 Total = 33 *Three CSU required courses are <3000 level; all others for all schools are >3000.

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Appendix D: Geology and Physics Department Annual Reports, 2007-2013

Annual Report

Department of Geology and Physics

2007-2008

Prepared by

Dr. Samuel T. Peavy, Chair

With the Assistance of the entire Department: Dr. Tom Weiland, Dr. Burt Carter and Dr. Svilen Kostov

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I. Executive Summary The Geology and Physics Department plays a vital role in the life of this campus, the local community and the state as a whole by providing substantial service to the core curriculum and producing graduates capable of immediate employment or acceptance to graduate programs. Our Geology Program was the subject of a recent comprehensive program review (CPR), and was judged of good quality and viable. We have responded to recommendations made by the review team by making substantive changes to our program. Our dual-degree program also continues to grow, in spite of sparse effort in recruitment for this program by GSW. Overall, The Geology & Physics Department would be better off (as would many other programs on this campus) with more resources and faculty. In order for our programs to improve and for our department to continue to provide vital services to the University’s Core mission, some issues will need to be addressed:

The status of our building will need to stabilize so that we can work towards our teaching and research goals without continuously removing and returning equipment and personnel. A stable environment is vital to the health of our personnel AND our valuable instruments.

The number of majors needs to increase substantially. We have made major changes to our curriculum and increased recruiting efforts in order to accomplish our primary goal of increasing the number of majors.

The teaching of Integrated Science courses in service of the mission of the School of Education will require a minimum of two more full-time faculty – one in geology/earth science and one in physics – to address this increased load for our department. The only other way to accomplish this without new is to pull one or more faculty away from regular offerings, necessarily reducing the numbers of introductory courses offered by our department. This will damage our programs and significantly reduce the core course offerings to non-majors at a time of potentially increased enrollments at GSW.

The assessment of learning outcomes within our department will be addressed through the development of an exam based upon the Professional Qualifying exam given by the state to geologists for licensure. We will also be using our Field Methods and Senior Seminar courses as capstone courses in our curriculum.

Replacement of the X-ray Diffractometer. Damaged during last summer’s HVAC improvements, this major teaching a research tool must be repaired (~$60,000) or replaced (~$200,000) as soon as possible. It is NOT possible to do this within our budget.

Financial issues, including the costs of field trips, the lack of funds to repair analytical equipment, and not receiving lab fees in a timely manner, affect our ability to have quality programs in our department.

Major accomplishments of our department are difficult to pinpoint, as all of what we do is significant at many levels. However, work towards research presentations and publications, the awarding of grants to faculty members, and the important role our faculty play across campus and in the community reflect the strength and abilities of our department well. But perhaps the most important accomplishment was the revision of our curriculum. This should allow us to more effectively recruit and retain majors and therefore accomplish the vital service of providing earth scientists and potential teachers for out region, state and country.

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Annual Program Review A. Programs within the Department of Geology and Physics The Department of Geology and Physics currently has two programs for which it is responsible: a Dual-Degree Engineering Program (in collaboration with Georgia Tech) and a BS in Geology. These are discussed briefly below. i. The Dual-Degree program is the primary responsibility of Dr. Svilen Kostov and

consists of two- to three-years of instruction at Georgia Southwestern followed by a completion of the engineering degree at Georgia Tech and the transfer of credits back to Georgia Southwestern to complete a secondary BS degree – usually in Mathematics. Beyond being the primary provider of physics courses for the curriculum and all of the advising, the department gains little direct benefit from this program. There are approximately 25 students enrolled in the program.

ii. The BS Program in Geology has a long history, with the earliest four-year graduates coming in 1973. The program features a traditional geology curriculum preparing students for graduate school or the workplace in geology. The curriculum includes introductory classes in Physical and Historical Geology, followed by Mineralogy, Petrology, Paleontology, Structural Geology, Environmental Geology and other courses. Many of our graduates find immediate employment after graduation, or if they desire they can go to graduate school (three of our recent graduates are either finishing Masters degrees or will soon do so and a fourth is involved in a PhD program at UGA). In addition to our regular curriculum, the department has recently added a track in Earth and Environmental Sciences Education from which it is hoped that some of our majors may opt for the Teacher Alternative Preparation Program (TAPP) and become middle and/or high school science teachers – a critical needs area both locally and nationally. It is important to note that the geology core for both the traditional and education tracks are identical, with the primary differences being in the numbers of elective geology courses and the addition of education classes (see curriculum sheet in Appendix). There are currently seven students enrolled in the program.

B. Interpretation and Assessment of Quantitative and Qualitative Data i. The following information represents the best data available on our programs. It

draws on some data provided by our institutional research department, and other information provided by colleagues and gleaned from various sources by the report’s author.

ii. Since the Dual-Degree program is not a four-year degree program, we have not attempted to collect data in the traditional sense on the program. However, based upon information gathered in the past four years, five students have gone on to Georgia Tech for their engineering degrees. Of those, four are known to have received a BS in Mathematics from GSW.

iii. The Geology Program has just completed a Comprehensive Program Review (CPR) in Fall 2007. The results of that review were positive (see Appendix for CPR Team Report and Departmental Response). Many data were presented as a part of that document, which should be available through the Academic Affairs office. The following is a brief update.

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a. Dedicated Resources 1. Human Resources – Faculty 1.1 Faculty/Student Ratio: The overall faculty student ratio for the year was 83.3 per faculty member, or 41.6/faculty/term. The average number per class taught was 10.1 students/faculty/class. 1.2 “Productivity”: Tables showing productivity numbers for the Fall 2007 and Spring 2008 semesters can be found in the Appendix. Our aggregate productivity indices were 814 (average of 203.5/faculty) and 799 (average of 199.8/faculty). We achieved near normal productivity despite of one of us (Dr. Kostov) having a serious illness in the Fall term. The department would like to thank Drs. Stroyls and Mueller of the Mathematics Department, and Dr. Iordanov of the Chemistry Department for their help with the PHYS 2211 course, and also Dr. Carter for picking up an additional GEOL 1121 course so that Dr. Peavy could teach PHYS 1111 in the Fall. 1.3 Grade Distribution : Here are the grade distributions by school for Fall 2007 as reported to us in May 2008:

Percentage of Total Grades by School

01020304050607080

A B C D F WF I W

Assigned Grade

Per

cen

tag

e o

f T

ota

l G

rad

es

GSW

A&S

Busi

CS&M

Educ

Nurs

The grade distributions for Arts and Sciences departments vs. GSW and A&S percentages are:

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Percentage of Total Grades by A&S Department

05

10152025303540

A B C D F WF I W

Assigned Grade

Per

cen

tag

e o

f T

ota

l G

rad

es

GSW

A&S

Biology

Chemistry

Eng.&Mod.Lan.

Geol.&Phys.

Hist.&Poli.Sci.

Psych.&Soci.

The chart shows that the departmental grade distribution for Fall 2007 fits within the general distribution within the Arts and Sciences programs. Within our department, a comparison between Fall 2007 and Spring 2008 shows some consistency:

Grade Distribution for Geology & Physics

0

5

10

15

20

25

30

35

A B C D F WF I W

Assigned Grade

Per

cen

tag

e o

f T

ota

l G

rad

es Geol.&Phys.F07

Geol.&Phys.S08

A couple of notes on these grades: 1) the incomplete grades are for the two senior thesis courses taught this spring; and 2) over half the withdrawals and F grades come from one class, a GEOL 1121 taught by Dr. Peavy in Spring 2008. 1.4 Changes to Faculty Qualifications: Dr. Weiland’s post-tenure review went very well and he received accolades for his hard work and dedication from the review committee. Dr. Kostov’s pre-tenure review is still in process as of this writing. 1.5 Other Significant Changes to Faculty: None to report at this time.

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2. Human Resources – Students 2.1 Number of Majors: The department began the 2008 academic year with six majors. The department currently has seven majors (one graduation). 2.2 Retention Data: I refer the reader to page 8 of our 2007 CPR document, as those are the most recent data we have access to. However, those data are inadequate to the task, as we do not have satisfactory data to answer this question. It has been our experience that we get very few students entering GSW to become geology majors. Most become majors after becoming inspired to do so during an introductory geology course. 2.3 Number of Graduates: We graduated one major last year (Elise Blesi), and anticipate having two more graduates this upcoming summer/fall term. 3. Physical Resources 3.1 Changes to Physical Facilities: Our physical resources are in the process of being modified over the course of Summer 2008. In addition, the following changes should be reported: 3.1.1 HVAC changes: A second round of HVAC system repairs is occurring Summer 2008, displacing all faculty and equipment from the 1st and 2nd floor of the Roney Building. Without the lab space and analytical equipment for a second summer, research work will be difficult if not impossible for most of us. 3.1.2 X-Ray Diffractometer: Our X-ray diffractometer, critical to our teaching, research and industry relations, was found to be damaged upon our return to the building after HVAC work last Summer. As mentioned in our CPR document (p.20), “We would be in some difficulty, however, if a major piece of equipment, such as our X-ray diffractometer, were to need major repairs, as there is no provision for the upkeep of such equipment within our budgetary process.” The diffractometer was the major piece of analytical equipment used for consulting work on this campus; its loss means that little consulting work for industry has been done since early Summer 2007, and that loss of income further affects our ability to provide quality instruction to our students (major funding for classroom improvements, such as computer projection systems, came through consulting monies). The cost of repairing the system (~$60,000) is well beyond the scope of our departmental budget. Dr. Weiland has been searching for creative ways of dealing with this issue. 3.1.3 Hach Spectrophotometer: A Hach Portable Spectrometer, used for environmental and water quality work for class and consulting, was also found

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to be damaged last fall beyond repair. The cost of a new system ($3200) was extracted from our departmental budget. 3.2 Changes to Instructional Resources: All of the above changes to physical resources (3.1.1-3.1.3) are critical to our instructional mission. The fact that our students can gain valuable practical knowledge using key analytical equipment is and asset in their employability. Without a functional X-ray diffractometer, our graduates will not be as competitive in the job market. 4. Fiscal Resources There were no apparent changes to our Fiscal resources between the 2007 and 2008 academic year. However, there are some issues which will need addressing in the future: 4.1 Lab Fees: It is difficult to budget properly if our lab fees for each term are withheld until very late in the semester. The numbers of students and their fees are known within the first couple of weeks of the term. Why did it take until late October and mid-April to have those fees assigned to our budget? 4.2 Escalating Field Trip Costs: The increased cost of gasoline, van rentals, food and even camping space may be endangering a primary part of our program – field trips. The last departmental field trip cost well over $600 for a three-day excursion. Since almost all of our upper division courses require field trips, that will become a significant budget issue in the future. 4.3 Chairs in Roney 305 and 309: We need to replace the old, rickety chairs in these lab/lecture spaces to make these rooms more fully functional teaching spaces. We do not have the money in our budget to purchase furniture, nor should we be using our academic resources for objects unassociated with teaching or research.

b. Program, Learning, and Service Outcomes 1. Faculty/Graduate Ratio: The ratio of faculty to graduates for the 2008

academic year is 4.0 for geology and physics (four faculty and one graduate).

2. Ratio of Core Service to Program Teaching: Using the numbers available for

Fall 2007 and Spring 2008, the ratio of core to program teaching in our department is 0.87 and 0.91, respectively. These ratios were calculated using the total number of students in lower division courses in our department and dividing by the total number of students taught. In addition, the GEOL 3111 and GEOL 4611 classes contained 5 and 2 students, respectively, from outside our department (from Education and Biology, respectively).

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3. Success of Graduates: Our most recent graduate, Elise Blesi, is now working with an environmental company in Atlanta.

4. Scholarly Contribution: We have a professionally active faculty. Our faculty

have presented at professional meetings, workshops, on-campus seminars, and at meetings on state education standards in 2007-2008. They have also reviewed various professional papers, research proposals and other documents associated with their disciplines.

5. Community Service and Outreach: Dr. Tom Weiland serves on the GSW

foundation as the faculty member and is currently the president of New Horizons Habitat. Dr. Sam Peavy is active in various Kiwanis programs. We are all active contributors to various campus-wide committees, including Faculty Senate, Faculty Affairs and Academic Affairs.

6. Student Learning Outcomes: As mentioned under B.3. above, our most

recent graduate is gainfully employed. We are in the process of developing a tool to more effectively measure the knowledge gained by our students during the program.

7. Comparisons to Recent Graduates: Our most recent graduates are either

working in industry or in graduate school. See page 21 of our 2007 CPR document for a complete update.

c. Program Processes

1. Curriculum Review: The department made changes to its curriculum in response to the 2007 CPR recommendations (some of these changes were already being comtemplated before the program review):

1.1 Changes to Geology Major and Minor: Substantial changes to our curriculum sheets were made for the 2008-2009 academic year (see Appendix for copies of old and new curriculum sheets). We have reorganized the curriculum for the BS in Geology by doing the following: changing the Geology Core by (1)adding GEOL 4931 (Field Methods) to act as a capstone course for our curriculum; (2) removing GEOL 4311 (Sedimentary Petrology) and GEOL 4411 (Stratigraphy) and replacing them with a single course, (3) GEOL 4421 (Sedimentary Geology) to streamline the program. In addition, we have built two options (4) into our program: (A) Traditional Geology and (B) Earth and Environmental Science Education. The new options add flexibility to our program and allow students selecting the second option to be better prepared to become educators through the Teacher Alternative Preparation Program (TAPP). We have also made substantial changes to our Geology Minor curriculum sheet as follows: 1) the name change of GEOL 1122 to Earth History and Global Change; 2) the removal of GEOL 3131, GEOL 4311 and GEOL 4411, as these courses will no longer be taught; and 3) the addition of GEOL 3511, GEOL 4421, GEOL 4711, GEOL 4931 and

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GEOL 4951 to the list of potential elective courses for the minor, as these courses are either new courses and/or required courses in the revised BS program, and as such will be taught on a regular basis. 1.2 Combining Sedimentary Petrology and Statigraphy Courses: GEOL 4311 and GEOL 4411 (Sedimentary Petrology and Stratigraphy) were a two-semester sequence. These course have been combined into one course, GEOL 4421 – Sedimentary Geology. This was done to address a couple of scheduling problems: 1) a streamlining of students' schedule of courses within the major and 2) adjusting the upper division/introductory load of the faculty member. There is now only one course (GEOL 4711 – Igneous and Metamorphic Petrology) that requires an upper-level prerequisite, allowing our students to begin taking upper-division courses immediately upon completing the introductory sequence. 1.3 Changing the Names of our Introductory Courses: GEOL 1121 – Introductory Geosciences I had its name changed to Earth Materials, Processes and Environments and GEOL 1122 – Introductory Geosciences II had its name changed to Earth History and Global Change. These names are more descriptive of the courses and match those at the University of Georgia. 1.4 Adding a New Course – The Geology of Georgia: Geology 1142 - The Geology of Georgia is in the process of being added to Area D as a three-credit science course. The course would integrate lecture, lab and field work in a three-credit geology course. We are hoping to use this course to identify students that have a strong desire to learn geology - and perhaps become majors. The course has a prerequisite of GEOL 1121 and permission of the instructor.

2. Changes in Design of Learning Experiences: We all continually change/upgrade

what we do in the classroom, including the addition of new knowledge that has not yet found its way into textbooks and the results of our own scholarly research.

II. Faculty Actvities

A. Summary of Faculty Activity Reports The following is a summary of the faculty evaluations turned into the chair and/or Dean for 2007-2008. i. Dr. Burt Carter

a. Teaching: Dr. Carter’s hard work at revising and revamping the introductory geology experience for his students seems to have paid off well in the past year. The numerical evaluations and the written comments of the students were outstanding. In addition, Dr. Carter has been a leader in our department of providing web-based ancillary materials for all his classes. He has very well-developed tutorial materials for both introductory courses. This combination of classroom and web presence seems to have worked well in his courses.

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b. Service: In the past year, Dr. Carter has served on the Faculty Senate (his fourth year of service), chaired the A&S promotion and tenure committee, chaired Laurel Robinson's and served on Tom Weiland's post tenure committees, attended the President's retreat on BOR initiatives, made a presentation for GSW's SOE on "Ocean Appreciation Day", and consulted with a classroom teacher on developing a lesson plan on evolution and Georgia geologic history.

c. Scholarship: Dr. Carter made two presentations of work with former GSW student Justin Miller (currently a PhD student at UGA) at the Spring 2008 Southeast Geological Society of America meeting in Charlotte, NC., utilized information from a former senior thesis students to nullify a hypothesis on extinctions and present some of results at the Math Science Colloquium, was appointed to the PhD committee of Justin Miller at UGA and the MS committee of Lauren Williamson at Wright State, and beginning senior thesis research with Jeremy Hart this spring in the Devonian Helderberg Group of West Virginia.

ii. Dr. Svilen Kostov a. Teaching: Dr. Kostov was out with a serious illness for at least half of the fall

semester, and therefore faculty evaluations for that period are not reliable indicators. Through my observations of his classes and conversations with his students, he is "getting back into the swing of things" and observations in the past suggest outstanding potential as a physics instructor; his latest evaluations should reflect that.

b. Service: Once again, illness has made it difficult for Dr. Kostov to do regular service to the University. However, he has been active this semester with our Observatory Open House, the Math-Science Seminar series, and in teaching circles.

c. Scholarship: Dr. Kostov spent two weeks in Summer 2007 at the National Synchrotron Light Source (NSLS) at the Brookhaven National Laboratory in New York. Analysis of data was interrupted by illness. The good news is that he has established a research relationship with a professor at Georgia Tech and spent two weeks in May 2008 there working. Dr. Kostov is also working with a dual-degree engineering student (Daniel Hammer) on and undergraduate research project involving a gyroscope.

iii. Dr. Sam Peavy a. Teaching: Dr. Peavy taught Solar System Exploration in Summer 2007,

Physics 1111 and Environmental Geology (GEOL 3111) in Fall 2007, and GEOL 1121 and Structural Geology (GEOL 3511) in the Spring 2008. His evaluations for Fall 2007 were excellent (1.66 average) and comments were generally good, especially for physics – given the short notice and the gap of 6 years since he had last taught it. Structural Geology is a completely new course prep for Dr. Peavy, as he had never taught it before. Taking on this course is a part of the “domino effect” created by the departure of Dan Askren. In addition, Dr. Peavy attended a workshop on course design for new state/BOR mandated courses in Integrated Sciences for Early Childhood Education majors in Dublin, Georgia in December 2007. Dr. Peavy will be working this summer on redesigning his introductory class to promote better success and fewer withdrawals.

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b. Service: Dr. Peavy is currently serving as Department Chair for the Geology and Physics department. He has supervised and coordinated our part of the move from the Roney Building the past two summers, and along with my colleagues removed a substantial amount of materials to the relative safety of the third floor and Science buildings. Dr. Peavy wrote the 2007 Geology CPR (with some help from Tom Weiland and Burt Carter). As chair, he held meetings with program faculty to coordinate our response and changes in our curriculum. Dr. Peavy petitioned NSF to send us a distinguished speaker from the Margins project. Dr. Karen Fischer, a Professor of Geological Sciences and a Royce Family Professor of Teaching Excellence at Brown University, presented two talks on her work in Central America in April, 2008. Dr. Peavy also serves on the Academic Affairs, Graduation and Presidential Innauguration Committees, served on the Sociology and English CPR committees, and is the assistant advisor to Gamma Beta Phi. He has continued working with Dr. Kostov on the Agerton observatory and held two successful open houses this spring. For four years he worked with Dr. Elizabeth Gurnack on the GSW Film Series, presenting over 100 films during that time span. As an active member of the Americus Kiwanis Club, Dr. Peavy participates in all club activities including the Reading Program and Pancake Breakfast fundraisers. Finally, Dr. Peavy helped with the GSW Mathematics Tournament in Spring 2008 and will work with others to resurrect the Science Tournament beginning in Fall 2008.

c. Scholarship: Dr. Peavy had paper as lead author entitled “Crustal Structure and Seismicity of Virginia” with two co-authors for GSA Special Volume on the Geology of Virginia accepted for publication. He also received, with Lettie Watford, David Garrison and Boris Peltsverger, a STEM grant through the state of Georgia for $240,000 over three years to 1) recruit and hire a STEM advocate who would teach in a particular department as well as oversee the GSW STEM program, 2) recruit and retain new science majors, and 3) set up various initiatives, including faculty teaching workshops, Science and Math days and to establish a Science Tournament for High and Middle School students. The grant is renewable for up to three more years if we are successful at reaching our goals for recruitment and retention. Dr. Peavy was also awarded a Faculty Development Grant for $500 for travel to two NSF-sponsored workshops on teaching in the geosciences in Summer 2008. Dr. Peavy reviewed proposals for the NSF DUE program and the Science Center programs of the U.S. Department of State and the U.S. Civilian Research and Development Foundation (CRDF). He is also currently serving on the GCCI editorial review board in Physics, Geology, Astronomy, Earth Science and reviewing manuscripts for Scientific Journals International.

ii. Dr. Tom Weiland a. Teaching: Dr. Weiland is an outstanding teacher, receiving high student

evaluations in all his courses for Fall 2007 (1.20 average) and his comments were uniformly great. Having the opportunity to observe him in the classroom shows a person who is energetic, engaging and well-organized. His enthusiasm for the subject and dedication to the craft of teaching provides a model for all of us at GSW. As part of his course load in the past year, Dr. Weiland has had to

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revise two upper-level, required courses in our major: GEOL 3111 - Mineralogy and GEOL 4711 - Igneous and Metamorphic Petrology, taking on these courses as a new part of his load following the departure of Dan Askren. As he had not taught either course in a number of years, substantial changes had to be made. In addition, the current Mineralogy course is actually a combination of two four-credit courses paired down to a single four-credit course. These course include multi-day field trips, new writing exercises, and completely new lab exercises. An enormous effort. Dr. Weiland has also worked with two students (Elise Blesi and Peter Fox) on senior projects in the past year (Elise graduated in Fall 2007 after working on a project involving rocks from the Grand Tetons in Wyoming). Tom's current student is working on a petrographic project in the area near Thomaston, Georgia. Extensive time was spent by Tom working with the student on creating thin sections and analyzing geochemical and petrographic data. Mr. Fox had back surgery this spring, necessitating a delay in the completion of this project.

b. Service: In the past year, Dr. Weiland has done the following: served as the faculty member on the GSW Foundation, served on important university committees including Faculty Senate, Faculty Affairs Committee and the University-Wide Tenure and Promotion Committee for 07-08, served as advisor for the GSW Habitat for Humanity chapter, 4) servicing and maintaining our GIS software, SEM and XRD labs; and is the current President of the Board of Directors for New Horizons Habitat, a nonprofit organization that covers the seven-county area and has a 1 million dollar+ operating budget.

c. Scholarship: Dr. Weiland has received a Teacher Quality grant totally ~$54,000 to develop and distribute new instructional materials for middle and high school earth science courses. In addition, he also serves as a reviewer of Teacher Quality Grants for the state. Dr. Weiland has ongoing active research on the Precambrian rocks of north and central Georgia, both for his own sake and that of our students (he has had several senior projects on the region over the years). He also acts as a key person in the Adopt-a-Stream program, including completing annual renewal of his training certification for the program.

B. Major Faculty Accomplishments

In the judgment of the author, the faculty of the Geology and Physics department have all made major contributions to the life of the campus, their profession, and the community as a whole. It is practically impossible to measure the overall impact of this faculty in these areas: making professional presentations or having publications accepted, reviewing manuscripts and/or proposals, receiving grants, serving across campus on major committees or off campus as board presidents, etc. All of these reflect the depth and breadth of our faculty and their willingness to serve in all aspects of our discipline. The department is also blessed with outstanding teachers that are dedicated to student learning.

III. Summary Conclusion The Geology and Physics Department plays a vital role in the life of this campus, the local community and the state as a whole by providing substantial service to the core curriculum

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and producing graduates capable of immediate employment or acceptance to graduate programs. Our geology program has made substantial changes which it hopes will spur increased interest and add more majors to our programs. A recent effort to send out information on our program to every high school within 100 miles of our campus and to all science magnet schools in the state netted some interest locally, as one of us (Dr. Peavy) traveled to two schools in April to make presentations about our program. We will continue this effort with an additional mailing in August and the addition of new brochures gotten via the STEM initiative. With demand for geologists, engineers and science teachers on the upswing, we feel we are well-positioned as a department to take advantage of these trends. However, there are some issues that will need to be resolved in the near future:

1) The status the Roney Building. We need stability in location in order to grow and

maintain our programs. We also need environmental as well as locational stability in order to accomplish our research and teaching goals. Most of our faculty spend anywhere from 50-60 hours per week working on their research and teaching, and a substantial amount of that time is spent on campus. Not having a building or having one with inadequate heating and cooling is unacceptable, just as it is unacceptable to assume that valuable instruments can be left in hot and humid conditions over weekends in the summer.

2) The number of majors in our Geology program. Our department has made significant changes to our curriculum and redoubled recruitment efforts in order to attract and retain majors to the program. The same will need to be done for our Dual-Degree program if it is to flourish also.

3) The addition of Integrated Science courses, and unfunded mandate from the state, will place a great deal of stress on our faculty. The courses consist of ~25% Earth Sciences, ~25% Biology (these are in course #1), ~10% Chemistry and ~40% Physics (the latter two in course #2). What this means is that in order for these courses to accomplish their goal of providing teachers in Early Childhood Education with a proper science background, our department should be teaching ~65% of these courses. The courses are workshop format with four contact hours per week. At the present time, we would not be able to present our portion of these courses without compromising our service to the University Core curriculum or to both of our programs. Since we would apparently need to offer two or more sections of each class per year beginning no later than Fall 2009, we will need a minimum of two more full-time faculty – one in geology/earth science and one in physics – to address this increased load. The only other way to accomplish this is to pull one or more faculty away from our regular offerings, necessarily reducing the numbers of introductory courses offered during a time of increased enrollments – and increased need for service courses.

4) In the absence of good standardized exams for Geology, an improvement of our ability to ascertain and compare the strength of our program to others in the state and nationally can be accomplished by designing and giving an exam to our graduates based upon the Professional Geologists Licensing Exam given by Georgia and 27 other states to qualify persons as professionals. Similar to engineering exams, the ability of our students to do well on this exam would demonstrate mastery of practical geologic knowledge. The use

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of Field Methods and Senior Seminar as capstones for our Geology curriculum will also help in the evaluation of our graduates.

5) The replacement of the X-ray diffractometer (XRD) instrument should be a major priority for GSW as it is for our department. Damaged during last summer’s HVAC improvements, this major teaching a research tool must be repaired (~$60,000) or replaced (~$200,000) as soon as possible. It not only provides an important analytical tool where our students can gain direct, practical hands-on time, it also provides a research instrument for faculty and students, and a major source of consulting income through Combustion Engineers and Mulcoa. Monies from consulting have resulted in major improvements to our teaching by providing funds for instrumental repairs, classroom projectors, new computers, software licensing, etc. That will cease without this instrument.

6) Financial issues, including the costs of field trips, the lack of funds to repair analytical equipment, and not receiving lab fees in a timely manner, affect our ability to have quality programs in our department. Maintaining a quality science program is expensive and we don’t have nearly the financial resources necessary.

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IV. Appendix Name______________________________________ Advisor____________________________________

CORE: 61/62 HOURS Area A (9 hrs) Hrs Term GradeENGL 1101 Composition I (min grade C) 3 ENGL 1102 Composition II (min grade C) 3 MATH 1113 Precalculus 3 Area B (4 hrs min) Hrs Term GradeCIS 1000 2 COMM 1110 3 ENGL 2200 3 SOCI 2295 2 SOCI 1000, SOCI 1101, GEOG 1101 2/3 THEA 1110 3 WMST 2001 3 Foreign Language (2000 or higher) 3 Area C (6 hrs) Hrs Term GradeENGL 2110 or ENGL 2120 or ENGL 2130 3 Select one: 3 ARTC 1100, MUSC 1100 or THEA 1100 Area D (11/12 hrs) Hrs Term Grade*Lab Science I (rec. PHYS 1111 or 2211) 4 *Lab Science II (rec. PHYS 1112 or 2212) 4 MATH 2204 or MATH 1120 3/4 Area E (12 hrs) Hrs Term GradePOLS 1101 3 HIST 1111 or 1112 3 HIST 2111 or 2112 3 Select one: 3 ECON 2105, SOCI 1101, PHYS 1101, ANTH 1102, HIST 1111, HIST 1112 Area F (19 hrs) Hrs Term GradeENGL 2200 or Foreign Language 3 CHEM 1211 / 1211L 4 CHEM 1212 / 1212L 4 GEOL 1121 / 1121 L 4 GEOL 1122 / 1122 L 4 Physical Education (4 hrs) Hrs Term GradePEDS 1010 Lifetime Fitness 1 PEDS 2000 CPR / First Aid 2 PEDS ______ (Activity) 1 Additional Requirements GA HISTORY ______________ US HISTORY ___________ GA CONSTITUTION ________ US CONSTITUTION _____ REGENT’S READING _______ REGENT’S WRITING ____ UNIV 1000 _____________ ***SWIMMING ____ Prior Degree / Major ________________________ Earned at: _________________________________ Comments__________________________________ Completed by Date

ID# _______________________________________

Effective Catalog Year: 2008-2009 Major/Elective Requirements: 58/59 Hours

*Required Courses, All Options (29 hrs) Hrs Term GradeGEOL 3111 Environmental Geology 4 GEOL 3121 Mineralogy 4 GEOL 3211 Invertebrate Paleobiology 4 GEOL 3511 Structural Geology 4 GEOL 4421 Sedimentary Geology 4 GEOL 4711 Igneous & Metamorphic Pet. 4 GEOL 4931 Field Methods 4 GEOL 4911 Senior Seminar 1 Option A: Traditional Geology (18 hrs) GEOL 3411 Introduction to Geomorphology 4 GEOL 4611 Introduction to GIS 4 GEOL 4811 Introduction to Geophysics 4 GEOL 4941 Senior Thesis I 1 GEOL 4942 Senior Thesis II 1 **Geology Elective (list below) 4 Option B: Earth and Environmental Science Education (22 hrs)

EDUC 2110 Investigating Issues in Education 3 EDUC 2120 Exploring Diversity in Education 3 EDUC 2130 Exploring Teaching and Learning 3 EDUC 3000 The Exceptional Student 3 EDUC 3200 Instructional Technology 3 EDUC 3330 Art and Science of Teaching 3 GEOL 3311 Oceanography 4 Geology Electives Hrs Term GradeGEOL 3111 Oceanography 4 GEOL 3411 Geomorphology 4 GEOL 4211 Hydrogeology 4 GEOL 4611 Introduction to GIS 4 GEOL 4811 Introduction to Geophysics 4 GEOL 4821 Environmental Geophysics 4 GEOL 4941 Senior Thesis I 1 GEOL 4942 Senior Thesis II 1 GEOL 4951 Special Topics in Geology 2-4 Free Electives to Total 120 hrs Hrs Term GradeFree Elective 3/4 Free Elective 3/4 Free Elective 3/4 Free Elective 3/4 Additional Requirements: Minimum grade of “C” required in Area F and all major classes *If recommended Physics not taken in Area D, then these courses must be taken in place of free electives. **Must be advisor approved courses ***Required if entered GSW prior to Fall 2007 University Requirements: A minimum of 120 semester hours must be completed for graduation. 39 semester hours must be upper division work at the 3000-4000 level.

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Geology Minor – effective Fall 2008 Name ______________________________________ Advisor ____________________________________

16 HOURS

Required Courses (16 hrs min) Hrs Term GradeLower Division GEOL course (4 hrs. max) Complete the following: GEOL 1122 Earth History & Global Change 4 Upper Division courses (12 hrs min) GEOL 3111 Environmental Geology 4 GEOL 3121 Mineralogy 4 GEOL 3211 Invertebrate Paleobiology 4 GEOL 3311 Oceanography 4 GEOL 3411 Geomorphology 4 GEOL 3511 Structural Geology 4 GEOL 4211 Hydrogeology 4 GEOL 4421 Sedimentary Geology 4 GEOL 4611 Intro. to GIS 4 GEOL 4711 Igneous & Metamorphic Pet. 4 GEOL 4811 Intro. to Geophysics 4 GEOL 4931 Field Methods 4 GEOL 4951 Special Topics in Geology 4 Other GEOL courses w/ Dept Chair permission 4 Prior Degree / Major __________________________________ Earned at: __________________________________________ Comments: _________________________________________ ___________________________________________________ ______________________________ _________________ Completed by Date ______________________________ _________________ Advisor Signature Date ______________________________ _________________ Geology Dept. Chair Date

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COMPREHENSIVE PROGRAM REVIEW TEAM EXECUTIVE SUMMARY FOR THE BACHELOR OF SCIENCE PROGRAM IN GEOLOGY

Review team:

Dr. David W. Valentino, Department of Earth Sciences, State University of New York at Oswego Dr. M. Elizabeth Gurnack, Assistant Professor of Chemistry, Georgia Southwestern State University Dr. Ellen M. Cotter, Associate Professor of Psychology, Georgia Southwestern State University Ms. Monica Scheller, Supervising Geologist, Advanced Environmental Technologies, Albany, GA.

I. Program Productivity A. Rating for performance indicators. The review committee adopted a ranking of 1 to 5 with 1 being equivalent to an excellent rating and 5 being equivalent to a poor rating. 1. Enrollment of upper division courses in program (4). 2. Number of geology majors (5). 3. Annual degree productivity of the program (5). 4. Faculty-student ratio (2) 5. Program retention and graduation (1). 6. Frequency and sequencing of course offerings (5/2). 7. Diversity of program’s upper division majors & graduates (3). 8. Instructional productivity (2). 9. Cost-effectiveness of instructional delivery (2). 10. Program’s responsiveness to state need and employer demand (3). 11. Position of the program’s annual degree productivity (2). 12. Program’s contribution to GSW’s mission (2). B. Summary of findings. Although the number of geology majors is extremely low, the overall enrollment in upper level geology courses is reasonable for the size of the department and overall university enrollment. Based on positive responses concerning the small class size from current geology students and the one alum serving on the review committee, the faculty-student ratio is considered very good. The few geology majors appear to be well trained in their field and this may be attributed, in part, to the intimate instruction that can occur with small class sizes. However, the number of geology majors is critically low, and there needs to be a balance between providing opportunities for intimate instruction and having a sufficient number of majors for a viable program. The program has a logical sequence for courses; however, the historical data show a highly irregular pattern of course offerings with some core courses being offered once every two, or in some cases every three years. Even with the very low overall number of geology majors, generally students enrolling at GSW have a much better chance of graduating with a B.S. in geology than all the other Georgia state universities. This is evidence that the program has an excellent focus

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and requires primarily an emphasis on recruitment. There is a documented need for trained geologists in the state and throughout the country, and GSW’s geology program is seemingly able to meet that need provided an effort at recruitment is made. C. Recommendations. 1. The most serious issue with the program productivity is the very low enrollment. To remain a

viable program, the number of geology majors must be increased through internal and external recruitment. Departmental open-house activities each semester, or special programs for students interested in general science may lead to new majors. GSW representatives going to regional high-schools need to participate in targeted recruiting for the program. Considering the overall small number of students at GSW, targeted recruiting would not be an overwhelming task.

2. The high number of non-declared freshmen and the very high rate of majorchanging, makes GSW ideal for internal recruitment. More or larger sections of the entry-level geology course need to be offered every semester.

3. At the present time, the curriculum has only one entry level course for the major. One or two additional entry-level courses should be permitted as the first course in the major. For example, a basic course in Oceanography, Environmental Geology, Natural Resources, or Geological Hazards, could serve in the general education program for the university, and also serve to recruit interested students.

4. With the expansion of the entry-level courses into larger sections, it would be necessary to separate the lab component from the lecture courses. Each lecture course should stand-alone as 3-credit science courses, and only students needing the lab for a specific major would enroll in the lab. This strategy would not require more faculty to teach the larger sections of entry-level courses, but it would greatly increase the student audience in those courses. Students that decide to make geology their major would only need to take the stand-alone physical geology lab regardless of the 3-credit entry-level course they already completed. Allowing students to count any of the entry-level options as part of the major, may entice them to continue in the field.

5. A regular schedule of course-offerings needs to be developed and offered regardless of the low number of students. You must show consistency in the course sequence to give the appearance of a coherent program. Students “shopping” for a major need to know that the courses they need to graduate will absolutely be offered on a regular schedule. Once the schedule is developed, adhere to the schedule.

6. The names of the two entry-level courses need to be changed to reflect the content of the course, and to better advertise geology. The names “Introductory Geology I & II” are boring and would not entice the average undeclared freshman or sophomore that may be interested in science as a major. One suggestion is for the sequence to be named “Planet Earth” and “Earth History”. Along the same line, any new entry-level courses should carry names to advertise geology. For example, a course in geological hazards may be named “Volcanoes and Earthquakes”.

7. From discussions during the review, it became apparent that the number of geology faculty was historically four. Regardless of the reasons for that faculty line no longer existing in geology, for the timely delivery of courses, implantation of the in-house recruiting strategy, and to cover the range of topics in a comprehensive B.S. geology curriculum, it will be necessary to reinstate that faculty person to support the geology program.

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II. Program Quality A. Designate the rating for each performance indicator. Again, the rankings range from 1 to 5, with 1 being equivalent to an excellent rating and 5 being equivalent to a poor rating. 1. Curricular adherence to quality program guidelines (2). 2. Quality of faculty supporting the program (2). 3. Quality of facilities, equipment, etc. (3). 4. Quality of budget in program operation (3). 5. Use of advanced technology (1). 6. Diversity and global perspective in curriculum (1). 7. General success of the program’s graduates (2). 8. Selectivity and academic achievement of students (2). 9. Program’s responsiveness to change and improvement (2). 10. Student learning outcomes (2). 11. Design of learning experiences (1). B. Summary of major findings about overall quality of program. The B.S. geology degree at GSW is a very strong "classical" program with study in core courses such as mineralogy, petrology, structure and sedimentary geology in addition to cognate courses in calculus, chemistry and physics. These are the courses required for graduate study, and this sequence of geology courses prepares graduates for employment in a variety of geological science related industries (environmental, energy, minerals, etc.). The geology faculty are to be highly commended for maintaining a rigorous program considering the national trend over the past few decades for geoscience programs to cater to environmental sciences by "softening curriculum". The students graduating with a B.S. geology degree from GSW have the fundamental knowledge to develop into leaders in their field, and will be able to compete for graduate assistantships or geoscience jobs. The program is supported by above average analytical facilities for a university the size of GSW; this is largely due to Tom Weiland's long-term success to secure external funding through strong ties with local industry. The success that Dr. Weiland has had in building analytical facilities is no small effort, and to continue this success, the department needs a laboratory technician (at least half-time). Dr. Weiland's effort has provided GSW geology students with a unique experience in the use of advanced technology for undergraduate students. C. List of recommendations for improving the program quality. 1. Within the program review report, there is a proposal for three geology tracks. One track is

basically a continuation of the current B.S. program. However, the environmental and education tracks are new. To support this effort, the merger of sedimentology and stratigraphy courses into one course is proposed. This is a positive change that will allow faculty to participate more in other aspects of the program, such as the offering of a new or revised entry-level course to support recruitment efforts. As well, this proposed merger will improve course scheduling. The review team strongly supports these proposed changes.

2. The proposed environmental geology track does not include a number of fundamental courses in geology (and outside geology), such as hydrogeology and possibly others (analytical or

55

organic chemistry). It is recommended that the proposed curriculum for the environmental geology track be re-evaluated.

3. Field experience is one of the most valuable components of education in geology. It is apparent that the geology faculty make great efforts to give students topical field experiences related to specific courses. However, there is no place in the current or proposed curriculum where students will gain integrated field experience. Most universities require students to complete a summer field program (field camp) even if they do not administer the program directly. GSW might consider developing a comparable field experience, or at least requiring the summer experience in the curriculum and develop a list of approved external programs. Students working summer jobs is often used as an excuse for not having this requirement in a geology curriculum. The benefit by far out weighs the financial hardship that might be created by students missing 4-6 weeks of summer employment. The lack of required integrated field study is the only substantial weakness in the current or proposed geology programs.

4. At the present time, the geology faculty are completely responsible for maintaining equipment and laboratories. Although this is sometimes necessary for specialized labs and equipment, the quality of the program would benefit greatly by having a laboratory technician. The review team recommends that a laboratory technician be hired to support the maintenance of the lab facilities. This position could be shared with another science department. The addition of a lab technician would free up valuable time for geology faculty to spend on projects with students, developing and teaching new courses, or maintaining close collaborative relationships with local industry that may bring financial support to the program.

5. This recommendation is repeated from the recommendations that address program productivity because it has serious impact on both aspects of the program. To cover the range of topics in a comprehensive B.S. geology curriculum, it will be necessary to reinstate the faculty line that use to be part of the geology program. A minimum of four full-time geology faculty are needed to deliver the excellent B.S. program at GSW. The current three faculty are to be commended for maintaining the high-level rigor and diversity of course offerings, but they need a fourth person. One suggestion would be to hire a field-based environmental geologist to support the proposed program. This person would have expertise in surficial geology such as geomorphology, hydrology, and surface/groundwater chemistry, and would greatly support the existing and proposed programs.

III. Conclusions about the program's viability at GSW Although the enrollment is low, the B.S. geology program is a valuable asset to GSW and equally valuable to the region of southwestern Georgia. Without this program, perspective students that come from the region would not have the option to study geological sciences in college. The curriculum is very strong and delivered by dedicated faculty, but one more faculty line and a laboratory technician position must be seriously considered. Finally, sufficient time must be provided for the geology faculty to revise the curriculum and institute a new recruiting strategy, as described above. IV. Summary recommendation The review team strongly recommends enhancing and expanding the B.S. geology programs at GSW.

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Response to Program Review Team’s Report I. Response to Findings on Geology Program Productivity

A. Ratings for Performance Indicators We agree with the review committee’s findings in these areas.

B. Summary of Findings We agree with the review committee’s findings and understand that the most critical issue is the number of majors. We will work on to address this and other issues (see below).

C. Recommendations 1. To address the critically low number of majors in our program, the Department will

do the following: a. We have recently developed new departmental brochures to advertise the strengths

of our program. These brochures will be modified in response to any changes made to our program/facilities and reproduced in such quantity that the recruiting staff and our own personnel can use them when visiting high schools.

b. One of us (Peavy) was just recorded giving a talk to a group of students about our program in conjunction with at NASA grant. We will be getting copies of this DVD to use in our recruiting efforts and we hope that the University will also use this video to recruit new majors.

c. One of us (Peavy) along with colleagues from Computer Sciences and Education just received a STEM (Science, Technology, Engineering and Mathematics) Grant from the State of Georgia to increase the numbers of science majors at our institution. Our proposal called for the funding of several initiatives designed to increase awareness of our programs, including: 1) a new faculty member that will act as an STEM advocate and recruiter; 2) a Science Day where we will invite high school students and their teachers to campus to get an overview of our programs in the STEM fields; 3) A science competition of high and middle school students to be held in the spring semester; and 4) a training workshop in innovative methods of teaching for STEM faculty to move us away from standard lecture format and make our subjects more interesting to potential majors.

d. There are currently six two-year schools in Georgia that teach introductory geology classes. Our plan is to contact the instructors and science department heads and arrange for visits to those classes so we talk to the students about our programs.

e. Our website is going to be revamped and updated, with new information about the program and the Earth Sciences in general.

f. We have a representative of the Association of Professional Geologists coming to the campus this fall to address our introductory students about careers in geology; we hope that this will be a regular occurrence.

2. Given our limited personnel, we will try to offer more sections of introductory geology in the Fall Term, with a minimum of four sections each Fall beginning in Fall 2008.

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3. The idea of offering multiple entry-level courses as an entry into the major is innovative, but would require us to 1) develop and teach more introductory geology courses, and 2) split our lab and lecture schedules. Given the limited number of personnel and the current workload for our faculty, it would be difficult at this time to develop any additional courses on the introductory level. In addition, the information that the students are learning in the first geology course, and which are critical bases for upper division work, would be difficult to include successfully in other introductory courses. In addition, the majority of the faculty in the program have serious objections to (2), as they feel strongly that the best learning happens in a hands-on environment that the laboratory provides best. Connecting lab and lecture makes it easier for the faculty member to control the overall content of the course and thus makes it easier to interact with the students and ensure that student learning is taking place.

4. The majority of our faculty have similar objections here to these changes. However, the following suggestion has been made that may be more practical for our program: Create a new Geology Field Experience course on the 1000-level and use that course as a second and as a potential substitute for GEOL 1122 (Introductory Geosciences II). The course could be taught in the Spring or Summer terms and would essentially consist of lectures on the geologic history of Georgia and the SE United States combined with a laboratory that would be a series of field trips to actually see the geology in place. By creating the option in the second course instead of the first, we feel that potential majors would really get to see what geology is all about in the field.

5. We have developed a regular schedule of classes (see attached schedule) and will publish these on our web site and advertise them as part of our new program advertising.

6. We agree 100% with this, and after doing some research within the USG, our school is one of only two geology programs that use the “standard” names. We will therefore propose title changes for our courses as follows:

Current: GEOL 1121 Introductory Geosciences I New: GEOL 1121 Earth Materials, Processes and Environments Current: GEOL 1122 Introductory Geosciences II New: GEOL 1122 Earth History and Global Change These titles are similar to those already in use at the University of Georgia.

7. We strongly agree with this recommendation. Having an additional faculty member is critical to our program’s productivity and quality. Additional pressures on our department in terms of Integrated Science courses will also need to be addressed.

II. Response to Findings on Geology Program Quality

A. Ratings for Performance Indicators We agree with the review committee’s findings in these areas.

B. Summary of Findings

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We agree with the review committee’s findings and thank the review team for its recognition of our program’s overall quality in the face of personnel cutbacks and budget cuts.

C. Recommendations 1. The department agrees with this finding and in fact had already planned to do this

as part of an alteration of our program’s curriculum. 2. It was decided that we should not offer an environmental geology option at this

time due to the lack of personnel with expertise in critical areas such as Hydrogeology and Geochemistry.

3. The suggestion of offering a field camp for our students is unfeasible at this time given the limited number of faculty and the expenses involved in doing such an enterprise. In addition, an external field camp requirement for our majors would cost them a minimum of $3000 and four to six weeks of time in the summer. Most of our students cannot afford the cost nor the time away from jobs that allow them to attend school in the first place. We do, however, recognize the need for more field experience for our students and are proposing to add to our curriculum the requirement of Field Methods (GEOL 4931) for our senior-level students. This course would require the students to spend an appreciable time in the field collecting, organizing, analyzing and presenting data. These activities are essentially what occurs in geologic field camp.

4. While we agree with the recommendation of getting a technician to oversee the maintenance of our equipment, however the recent demise of our X-Ray Diffraction (XRD) due to the failure to maintain proper temperature and humidity levels in the Roney Building over the past summer may make this recommendation moot. In addition, we are fearful for the fate of the Scanning Electron Microscope (SEM), as it also sat “in the soup” all summer (we have yet to have the time to start it up to see if it still functions properly). These two instruments represent a replacement cost of nearly $300,000 and therefore are beyond our means to replace without strong external and institutional support. These instruments not only provided unique experiences for our students, they also were critical to the success of our external consulting business which has allowed our department additional revenue to maintain and enhance our other equipment. There are, of course, other pieces of equipment that require maintenance, but given the situation we feel strongly that an additional faculty member would be more valuable to our program at this time.

5. Once again, we strongly agree with this recommendation. Having an additional faculty member with skills in the environmental area would strengthen a critical part of our program and would be important to our program’s productivity and quality. Additional pressures on our department in terms of Integrated Science courses will also need to be addressed.

III. Response to Findings on Geology Program Viability

We agree with the assessment of the Program Review team. Our program is viable and a valuable asset to GSW and the region. A new faculty line is critical to our maintaining our standing as an excellent undergraduate program, and the changes that we will need to make will require 3-5 years to implement fully and show some results.

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IV. Response to Findings on Summary Recommendations

We agree strongly with the recommendation to “enhance and expand” our program.

Class Rotations (Proposed) Current and Proposed Courses

Course Title When Taught (2-year rotation) GEOL 1121 Earth Materials, Processes and Environments

Fall/Spring each year

GEOL 1122 Earth History and Global Change Fall/Spring each year GEOL 1142 Geology Field Course (proposed) Spring or Summer each year *GEOL 3111 Environmental Geology Fall, odd numbered yrs. (F09, F11) *GEOL 3121 Mineralogy Spring, odd numbered yrs. (S09, S11) *GEOL 3211 Invertebrate Paleobiology Fall, even numbered yrs. (F08, F10) GEOL 3311 Oceanography Fall, even numbered yrs. (F08, F10) GEOL 3411 Geomorphology Spring, odd numbered yrs. (S09, S11) *GEOL 3511 Structural Geology Spring, even numbered yrs. (S10, S12) *GEOL 4421 Stratigraphy and Sedimentation (new) Spring, even numbered yrs. (S10, S12) GEOL 4611 Intro. to Geographic Information Sys. Spring, even numbered yrs. (S10, S12) *GEOL 4711 Igneous and Metamorphic Petrology Fall, odd numbered yrs. (F09, F11) GEOL 4811 Intro. to Geophysics Fall, even numbered yrs. (F08, F10) *GEOL 4911 Senior Seminar Spring, odd numbered yrs. (S09, S11) *GEOL 4931 Field Methods Fall, odd numbered yrs. (F09, F11) GEOL 4941/42 Senior Thesis Fall/Spring as needed *Note: GEOL 3111, 3121, 3211, 3511, 4421, 4711, 4911, and 4931 will be required under new curriculum sheet.

Geology & Physics 08-09 60

Ins

truc

tor

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Carter, B 8001 900 950 100 GEOL 1121Introductory Geosciences I 28 4 112 112 0 0 4.3 5 5 140 1 B A

Carter, B 8002 1100 1215 100 GEOL 1121Introductory Geosciences I 31 4 124 124 0 0 4.3 5 5 155 1 B A

Carter, B 8003 1800 1915 100 GEOL 1121Introductory Geosciences I 30 4 120 120 0 0 4.3 5 5 150 1 B A

Kostov, S 8010 1100 1150 100 PHYS 2211Principles of Physics I 8 4 32 32 0 0 4.3 5 5 40 1 B A

Peavy, S 8005 930 1045 100 GEOL 3111Environmental Geology 9 4 36 0 36 0 4.3 5 5 45 1 B A

Peavy, S 8009 1300 1350 100 PHYS 1111Introduction to Physics I 20 4 80 80 0 0 4.3 5 5 100 1 B A

Weiland, T 8772 8004 930 1045 100 GEOL 1122Introductory Geosciences II 26 4 104 108 0 0 4.3 5 5 130 1 B A

Weiland, T 8004 8772 930 1045 100 GEOL1122H

Intro Geosciences II-Honors 1 4 4 5 5 1 B A

Weiland, T 8006 1230 1345 100 GEOL 4711

Igneous-Metamorphic Petrology 7 4 28 0 28 0 4.3 5 5 35 1 B A

Weiland, T 8008 1000 1100 100 GEOL 4942 Senior Thesis II 1 1 1 0 1 0 0 1 1 1 1 O B

Weiland, T 8560 1430 1630 100 GEOL 3131Optical Mineralogy 4 2 8 0 8 0 2 3 3 12 1 E A

Weiland, T 8767 100 GEOL 4941 Senior Thesis I 1 1 1 0 1 0 0 1 1 1 1 H BTotal: 166 40 650 576 74 0 36.4 45 50 814

Fall 2007Faculty Productivity

Geology/ Physics

Geology & Physics 08-09 61

Instru

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Peavy, S 2002 930 1045 100 GEOL 1121Introductory Geosciences I 28 4 112 112 0 0 4.3 5 5 140 1 B A

Weiland, T 2003 1230 1345 100 GEOL 1121Introductory Geosciences I 30 4 120 120 0 0 4.3 5 5 150 1 B A

Carter, B 2004 900 950 100 GEOL 1121Introductory Geosciences I 28 4 112 112 0 0 4.3 5 5 140 1 B A

Carter, B 2005 1800 1915 100 GEOL 1122Introductory Geosciences II 28 4 112 112 0 0 4.3 5 5 140 1 B A

Peavy, S 2006 1230 1345 100 GEOL 3511Structural Geology 5 4 20 0 20 0 4.3 5 5 25 1 B A

Weiland, T 2007 830 9:45 100 GEOL 4611 Intro. to GIS 9 4 36 0 36 0 4.3 5 5 36 1 B A

Weiland, T 2008 1100 1150 100 GEOL 4942Senior Thesis II 1 1 1 0 1 0 4.3 1 1 1 1 O B

Kostov, S. 2009 1100 1150 100 PHYS 1100Intro. to Engineering 14 3 42 42 0 0 3 3 3 42 1 B A

Kostov, S. 2010 1300 1350 100 PHYS 1112Intoduction to Physics II 15 4 60 60 0 0 4.3 5 5 75 1 B A

Kostov, S. 2011 935 1050 100 PHYS 2212Principles of Physics II 8 4 32 32 0 0 4.3 5 5 40 1 B A

Carter, B 2633 100 GEOL 4941 Senior Thesis I 1 1 1 0 1 0 1 1 1 1 1 O BTotal: 167 37 648 590 58 0 37 45 45 799

Spring 2008Faculty Productivity

Geology/ Physics

Geology & Physics 08-09 62

Appendix D: Geology and Physics Department Annual Reports, 2007-2013 (cont.)

Annual Report

Department of Geology and Physics

2008-2009

Prepared by

Dr. Samuel T. Peavy, Chair

With the Assistance of the entire Department: Dr. Tom Weiland, Dr. Burt Carter and Dr. Svilen Kostov

Geology & Physics 08-09 63

Table of Contents Data A Report submitted by Dr. Samuel T. Peavy and members of the faculty of the

Department of Geology and Physics to Dr. David Garrison, Dean of the School of Arts and Sciences.

The Geology and Physics Department Mission Statement is as follows:

The Geology and Physics Department at Georgia Southwestern State University is dedicated to providing the finest possible educational experiences for students of Georgia Southwestern in the areas of Earth and Physical Sciences. Towards that end, we shall: a. Serve the overall Mission of the University by providing quality instruction for

all students in the areas of Geology, Physics and Astronomy; b. Provide required introductory, upper-level and graduate classes for students

pursuing teacher certification through the GSW School of Education; c. Instill in our Majors and Non-majors a fascination with and dedication to

lifelong learning about the Earth by providing a thorough background in Earth materials, processes and history;

d. Integrate coursework training with up-to-date analytical techniques, field experiences and research projects throughout the program to provide our Majors with the experiential background needed for successful graduate education and careers in the natural and physical sciences;

e. Provide quality advisement and instruction in the fundamentals of physics for students in the Engineering Dual Degree Program; and

f. Provide additional service to the University, community, local schools and the public through various outreach programs.

The Department of Geology & Physics houses the following degree programs: B.S. in

Geology, Minor in Geology, Dual-Degree Engineering Program in collaboration with Georgia Tech.

V. Executive Summary The Geology and Physics Department plays a vital role in the life of this campus, the local community and the state as a whole by providing substantial service to the core curriculum and by producing graduates capable of immediate employment or acceptance to graduate programs. Our Geology Program has responded to recommendations made during our 2007 CPR by making substantive changes to our program over the past couple of years. Our dual-degree program also continues to grow under Dr. Kostov. Overall, The Geology & Physics Department would be better off (as would many other programs on this campus) with more resources and faculty. In order for our programs to improve and for our department to continue to provide vital services to the University’s Core mission, some issues will need to be addressed:

The teaching of Integrated Science courses in service of the mission of the School of Education will begin this summer. Dr. Peavy will be teaching the second course in both the Summer I and Spring 2010 semesters, and will team-teach the first course with Dr. Harvey of Biology in the Fall. He will, therefore, not be able to teach some sections of geology in the coming year, hurting our program’s ability to recruit new majors and

Geology & Physics 08-09 64

reducing core offerings at a time of increasing enrollment at GSW. As stated last year, a minimum of two more full-time faculty – one in geology/earth science and one in physics – will be necessary to address the increased load for our department. If the additional geoscience faculty specializes in hydrogeology, this would also support the effort to start a graduate program in Environmental Sciences at GSW. Another justification for the new faculty positions is the potential for growth in our GIS course, with collaborations between our department and School of Computing and Mathematics to provide training for their students and others. If our current course or newly developed courses in this area would have to be offered, we would necessarily have to remove our GIS faculty (Dr. Weiland) from other classes in order to accommodate this demand.

The assessment of learning outcomes within our department is continuing to evolve. Either a test based upon the ABSOG Professional Geology (PG) Exam or the PG exam itself will be used along with Senior Seminar and Field Methods courses as in-house capstone and evaluation tools.

The current national financial crisis has had effects on our Department and the University as a whole, leading to implicit limitations on travel and a conservative approach to spending by our Department. Other financial issues, including the continuing increase in the costs of field trips, the lack of funds to repair analytical equipment, and not receiving lab fees in a timely manner, affect our ability to have quality programs in our department.

Our department has achieved some of its goals from the previous year. These are 1) an increase in enrollment within the Geology Program from six (at the beginning of Fall 2008) to 14 as of this moment; and 2) the acquisition of a nearly new X-ray diffractometer using a combination of University and consulting funds from Dr. Weiland for a total of $60,000. The instrument should arrive this summer and be functional in time for its use in our Mineralogy class this fall. Work towards research presentations and publications, the reception of the Teaching Excellence Award by Dr. Weiland, and the important role our faculty play across campus and in the community reflect the strength and abilities of our department as well. II. Annual Program Review

A. Programs within the Department of Geology and Physics The Department of Geology and Physics currently has two programs for which it is responsible: a Dual-Degree Engineering Program (in collaboration with Georgia Tech) and a BS in Geology. These are discussed briefly below. iii. The Dual-Degree program is the primary responsibility of Dr. Svilen Kostov and

consists of two- to three-years of instruction at Georgia Southwestern followed by a completion of the engineering degree at Georgia Tech and the transfer of credits back to Georgia Southwestern to complete a secondary BS degree – usually in Mathematics. Beyond being the primary provider of physics courses for the curriculum and all of the advising, the department gains little direct benefit from this program. There are approximately 25 students enrolled in the program.

iv. The BS Program in Geology has a long history, with the earliest four-year degrees granted in 1973. The program features a traditional geology curriculum preparing students for graduate school or the workplace in geology. The curriculum includes introductory classes in Physical and Historical Geology, followed by Mineralogy, Petrology, Paleontology, Structural Geology, Environmental Geology and other

Geology & Physics 08-09 65

courses. Many of our graduates find immediate employment after graduation, or if they desire they can go to graduate school (one recent graduate has just defended an M.S. thesis and will begin PhD work at South Florida this Fall; a second is well into his PhD program at UGA). In addition to our regular curriculum, the department has added a track in Earth and Environmental Sciences Education from which it is hoped that some of our majors may opt for the Teacher Alternative Preparation Program (TAPP) and become middle and/or high school science teachers – a critical needs area both locally and nationally. There are currently 14 students enrolled in the program.

B. Interpretation and Assessment of Quantitative and Qualitative Data i. The following information represents the best data available on our programs. It

draws on some data provided by our institutional research department, and other information provided by colleagues and gleaned from various sources by the report’s author.

ii. Since the Dual-Degree program is not a four-year degree program, we have not attempted to collect data in the traditional sense on the program. However, based upon information gathered in the past four years, five students have gone on to Georgia Tech for their engineering degrees, and two more are on their way this fall.

iii. The Geology Program has just completed a Comprehensive Program Review (CPR) in Fall 2007. The results of that review were positive (see Appendix for CPR Team Report and Departmental Response). Many data were presented as a part of that document, which should be available through the Academic Affairs office. The following is a brief update.

d. Dedicated Resources

1. Human Resources – Faculty 1.1 Faculty/Student Ratio: The overall faculty student ratio for the year was 95.3 per faculty member, or 47.6/faculty/term. The average number per class taught was 17.3 students/faculty/class. 1.2 “Productivity”: Tables showing productivity numbers for the Fall 2008 and Spring 2009 semesters can be found in the Appendix. Our aggregate productivity indices were 1058 (average of 264.5/faculty) and 800 (average of 200/faculty). These numbers are higher than last year.

Geology & Physics 08-09 66

1.3 Grade Distribution : Here are the grade distributions by school for Fall 2008 as reported to us in May 2009:

Percentage of Total Grades by School

01020304050607080

A B C D F WF I W

Assigned Grade

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Busi

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Educ-HPER

HPER

Nurs

The grade distributions for Arts and Sciences departments vs. GSW and A&S percentages are:

The chart shows that the departmental grade distribution for Fall 2008 fits within the general distribution within the Arts and Sciences programs. Within our department data from Fall 2007 through Spring 2009 show the following:

Percentage of Total Grades by A&S Department

0

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Eng.&Mod.Lan.

Geol.&Phys.F08

Hist.&Poli.Sci.

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Visual Arts

Dramatic Arts

Music

Geology & Physics 08-09 67

Grade Distribution for Geology & Physics, Fall 07 - Spring 09

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Geol.&Phys.F08

Geol.&Phys.S09

The largest changes overall appear to be during the Spring 2009 semester. This result fits with anecdotal information gathered from faculty in my department – that with a few exceptions, our students appear to be struggling more in our classes than in the past. (Note: there were three excellent Excel students from Americus-Sumter High School in Dr. Weiland’s class; all made A’s. Without these, the percentage A’s would be 17.2% - more consistent with our previous semester data.) 1.4 Changes to Faculty Qualifications: Dr. Kostov’s pre-tenure review went well and he plans on applying for tenure and promotion in Fall 2009. 1.5 Other Significant Changes to Faculty: None to report at this time.

2. Human Resources – Students 2.1 Number of Majors: The department began the 2008-2009 academic year with six majors. The department currently has fourteen majors (one graduation in Summer, one in Fall 2008). This growth is primarily due to the hard work of my fellow faculty through their introductory geology courses in inspiring students to become geology majors. The changes made to our curriculum last year may also have influenced the students’ decisions.

Geology & Physics 08-09 68

2.2 Retention Data: The following chart shows student retention as measured by the University.

Year Declared

Majors, Fall

Remaining Majors,

following Fall

New Major(s)

Retention Rate

2001 1 0 Arts 0%

2002 2 2 100%

2003 2 2 100%

2004 0 0 N/A

2005 2 0 Gen-Ed,

psychology 0%

2006 0 0 N/A

2007 0 0 N/A

2008 1 1 100%

Totals 8 5 ----- 62.5%

However, those data are inadequate to the task, as we do not have satisfactory data to answer this question. It has been our experience that we get very few students entering GSW to become geology majors. Most become majors after becoming inspired to do so during an introductory geology course. This is well illustrated by this past year, where we began last summer with seven majors, had two graduate through Fall 2008 (leaving five), and now have a total of 14 – only one of which came here as a major.

Geology & Physics 08-09 69

Similar data can be shown for the Dual-Degree program:

Year Declared Majors,

Fall

Remaining Majors,

following Fall

New Major(s) Retention

Rate

2001 2 2 100%

2002 9 4 44.4%

2003 8 1 EDWE, HITC,

psychology, TCMT

12.5%

2004 4 0 0%

2005 15 6 TCMT 40%

2006 14 11 EDWE 78.6%

2007 15 7

Biology, EDWE, ITEC(2),

mathematics, PEET

46.7%

Totals 67 31 ----- 46.3%

This program is difficult with a strong emphasis on mathematics and sciences. Many of our students are not prepared for the level of intellectual challenge provided by the program, so it is not surprising that few remain in it. 2.3 Number of Graduates: We graduated two majors since last May (Dustin Minchew and Jeremy Hart), and anticipate having one more graduate this upcoming fall term.

3. Physical Resources 3.1 Changes to Physical Facilities: Our physical resources are in the process of being modified over the course of Summer 2009. Our X-ray diffractometer, critical to our teaching, research and industry relations, was found to be damaged upon our return to the building after HVAC work post Summer 2007. The diffractometer was the major piece of analytical equipment used for consulting work on this campus; its loss means that little consulting work for industry has been done since early Summer 2007, and that loss of income further affects our ability to provide quality instruction to our students (major funding for classroom improvements, such as computer projection systems, came through consulting monies). Through the persistence of Dr. Weiland, we will soon (June 2009) have a nearly new x-ray diffractometer from Pan-Analytical on campus. The unit will cost ~$60000,

Geology & Physics 08-09 70

with $35000 coming from Dr. Weiland’s consulting account and the rest through University maintenance funds.

3.2 Changes to Instructional Resources: The addition of an x-ray diffractometer is incredibly important to our students. The fact that our students can gain valuable practical knowledge using key analytical equipment is and asset in their employability. Without a functional X-ray diffractometer, our graduates will not be as competitive in the job market. In addition, OIIT purchased a replacement projector for Roney 213, and our department purchased a second portable projector for talks and recruiting.

4. Fiscal Resources There were no apparent changes to our Fiscal resources between the 2008 and 2009 academic year. However, there are some issues which will need addressing in the future: 4.1 Lab Fees: It is difficult to budget properly if we have no idea 1) how much and 2) when our lab fees are added to our budget. It would appear that our lab fees are now $20, although no request for an increase was requested. The department has asked about this apparent change but still has not been given an answer. There also does not appear to be a line item in our detailed budgets that states clearly when these fees are actually added to our budget. 4.2 Escalating Field Trip Costs: The increased cost of gasoline, van rentals, food and even camping space may be endangering a primary part of our program – field trips. The last departmental field trip cost well over $600 for a three-day excursion. Since almost all of our upper division courses require field trips, that will become a significant budget issue in the future. In addition, our new course, GEOL 1142 – The Geology of Georgia is primarily field based and its cost for this year is in excess of $3500 – more if you include the purchase of new camping supplies for the additional students in the course. 4.3 Chairs in Roney 305, 309 and 311: We need to replace the old, rickety chairs in these lab/lecture spaces to make these rooms more fully functional teaching spaces. We do not have the money in our budget to purchase furniture, nor should we be using our academic resources for objects unassociated with teaching or research.

e. Program, Learning, and Service Outcomes 1. Faculty/Graduate Ratio: The ratio of faculty to graduates for the 2009

academic year is 2.0 for geology and physics (four faculty and two graduates).

2. Ratio of Core Service to Program Teaching: Using the numbers available for

Fall 2008 and Spring 2009, the ratio of core to program teaching in our

Geology & Physics 08-09 71

department is 0.94 and 0.90, respectively. These ratios were calculated using the total number of students in lower division core courses in our department and dividing by the total number of students taught. In addition, the GEOL 3411 (Spring 2009) class contained 6 students from the School of Education (Middle Grades Science Concentration).

3. Success of Graduates: In the past semester we have had one former student

successfully defend his MS thesis at UGA (Matt Jarrett) and has been accepted into a PhD program at the University of South Florida, and a second former student (Daniel Raines) receive his professional geology certification (PG) in the state of New Jersey.

4. Scholarly Contribution: We have a professionally active faculty. Our faculty

have presented at professional meetings, workshops, on-campus seminars, and at meetings on state education standards in 2008-2009. They have also reviewed various professional papers, research proposals and other documents associated with their disciplines.

5. Community Service and Outreach: Dr. Tom Weiland serves on the GSW

foundation as the faculty representative. Dr. Sam Peavy is active in various Kiwanis programs and the GSW STEM initiative. We are all active contributors to various campus-wide committees, including Faculty Senate, Faculty Affairs and Academic Affairs.

6. Student Learning Outcomes: We are in the process of developing a tool to

more effectively measure the knowledge gained by our students during the program. This will either consist of an in-house exam modeled on the general knowledge portion of the Profession Geology Certification Exam (or PG, Part 1), or of a requirement that our seniors take the actual PG Certification exam as a part of their Senior Seminar course.

7. Comparisons to Recent Graduates: Most of our recent graduates are either

working in industry or in graduate school.

Geology & Physics 08-09 72

Name Graduation Year

Post-GSW Career

Dupree, D. 2002 Science Education Godfrey, D. 2002 *Not Geology Related Hart, J. 2008 *Not Geology Related Hughes, J. 2005 GA State Parks

Jarrett, M. 2005 MS, University of Georgia 2009; begin PhD, U. of South Florida, Fall 2009

Miller, J. 2006 PhD Candidate, University of Georgia Minchew, D. 2008 * Norton, L. 2002 Environmental Geology Payne, B. 2005 Environmental Geology

Peavy, T. 2005 MS, Auburn University; Environmental Geology

Raines, D. 2003 Environmental Geology; PG 2009 Slater, S. 2005 Environmental Geology Smith, M. 2004 Environmental Geology Vaughn, E. 2005 *MS Geology, Colorado State University Veal, B 2002 *MS Geology, University of Georgia

* Unknown

f. Program Processes 1. Curriculum Review: The department made changes to its curriculum in response

to the 2007 CPR recommendations. See the current curriculum sheets for our Major and Minor programs, found online in the GSW Bulletin. We have changed the names of our introductory courses, merged some of our courses, and added a new course, GEOL 1142 – The Geology of Georgia. This course will be taught for the first time this Maymester by Dr. Weiland. It fulfills Area D core requirements and will be used in part by our department as a recruiting tool.

2. Changes in Design of Learning Experiences: We all continually change/upgrade

what we do in the classroom, including the addition of new knowledge that has not yet found its way into textbooks and the results of our own scholarly research. Dr. Peavy has been using a classroom response system (a.k.a. “clickers”) in his introductory classrooms this past academic year. He will continue to integrate this technology along with more traditional methods of student interaction and active learning in the coming year.

Geology & Physics 08-09 73

B. Summary of Plans for Addressing Changes that Require a Response i. Short Term Assessment Plans: Our “Systematic Evaluation Plan” for our Program has

the following items: a. Satisfaction with the program. (Demonstrated using a “program satisfaction” survey

instrument) b. Evaluation of Senior Research Projects or other comparable projects within their

upper-level classes. (Evaluated by all geology faculty and given a score) c. Pursuit of Topics in Earth Sciences after Graduation. (Evaluated through

communication with former students) d. Ability to analyze, synthesize, and evaluate geological information from texts,

journals, etc. (Demonstrated using Senior Seminar and Field Methods courses) e. Ability to collect, analyze and interpret analytical data. (Demonstrated using Field

Methods capstone course or Senior Thesis) f. Ability to collect, analyze and interpret field data. (Demonstrated using Field

Methods capstone course or Senior Thesis). g. Knowledge of basic Earth Science topics. (Demonstrated using new departmental

exam or requirement to take General Knowledge portion of PG exam) We are in the process of evaluating the papers from this past semester’s Field Methods course and will be offering Senior Seminar in the Fall. As stated earlier our department will either a) write an appropriate geologic knowledge exam or b) use the existing Professional Geology exam to gauge our students progress. This will still have to be discussed by the geology faculty in full before either exam is implemented. We will continue to perform the rest of the evaluation plan as needed.

ii. Priority Needs for Next Year: These are summarized more fully in Section IV below. A brief summary: 1) We need additional faculty to provide the Integrated Science courses for the School of Education while continuing to provide Core geology courses and courses for our increasing numbers of majors, and to support our efforts to start a graduate program in environmental sciences. 2) We need to maintain or increase our budgetary resources to continue to provide quality field experiences. Our May Geology of Georgia course will cost ~$3800 alone. 3) We need to replace our old chairs in Roney 305, 309 and 311. These are not only uncomfortable, but could comprise a safety hazard. Please note that this request is being made in conjunction with the Chemistry Department (Roney 311 is a shared teaching and student computer lab).

III. Faculty Actvities A. Summary of Faculty Activity Reports

The following is a summary of the faculty evaluations turned into the chair and/or Dean for 2008-2009. i. Dr. Burt Carter

a. Teaching: Dr. Carter’s Spring and Fall 2008 student opinionaire numbers and direct teaching comments were all very good (as usual). He also adjusted and improved his web materials, where he has continued to be a leader in our department in the total implementation and utility of his course web pages. Dr. Carter continued to work on developing materials and teaching strategies for a

Geology & Physics 08-09 74

new course, Sedimentary Geology. This course is a combination of our former Stratigraphy and Sedimentary Petrology courses. Some materials are also being migrated into the Paleontology class. In addition, Dr. Carter has a) added ideas developed through research and from his presentation in the Science Seminar Series to the Paleontology class; b) guided Jeremy Hart's senior thesis to completion; and c) is serving on dissertation committee for Justin Miller (UGA) and MS thesis committee of Lauren Williamson (Wright State U., Ohio).

b. Service: In the past year, Dr. Carter has served on the College-wide Promotion and Tenure committee, and on the Academic Affairs committee. He aided the move into and out of the Roney Building last summer for HVAC work. Dr. Carter’s main contribution was the moving of the paleontological collections and their reorganization as they were moved back into Roney. In conjunction with this move, he began a reconstruction of the fossil collection catalog (the file was lost during the Roney move).

c. Scholarship: Dr. Carter presented a talk in the Science Seminar Series on "Missing Links", and a second talk entitled “Myths of Environmental Change”. Dr. Carter is also a) serving on thesis and dissertation committees at UGA and Wright State, b) working with Justin Miller (UGA) and Roger Portell (Florida Museum) on a paper for the journal Palaios, c) engaged with Justin Miller and Matt Jarrett in field work in Florida, Alabama and Georgia, d) preparing an NSF grant to support the construction and maintenance of web pages on evolution for pre-college teachers and students, and e) learning a sophisticated software package for generating phylogenetic hypotheses.

ii. Dr. Svilen Kostov a. Teaching: Dr. Kostov taught a full load of introductory physics, modern physics

and introduction to engineering classes as well as astronomy during summer session. Received strong peer evaluations and significantly improved student evaluations compared to the previous year. Dr. Kostov also developed several new laboratory exercises and is currently developing additional ones. Dr. Kostov will be changing his physics courses this coming year by increasing laboratory hours for all introductory physics classes to allow for interactive problem sessions with all students on a weekly basis in addition to a large number of laboratory exercises.

b. Service: Dr. Kostov advised and worked with dual degree students on schedule, registration and transfer issues. Dr. Kostov also organized science seminar talks and invited guest speakers from two engineering schools, Georgia Tech and the University of Florida specifically targeting dual degree student audience. He conducted astronomy Open Houses at Agerton observatory with Dr. Peavy and participated in GSW Science Day and Math Tournament events. Dr. Kostov also worked as member of Financial Aid and Scholarship committee.

c. Scholarship: Dr. Kostov completed analysis and of data and is writing a research paper with Dr. Alamgir at Georgia Tech and other collaborators entitled Interactions Between Surface and Sub-Surface Atoms in Catalysts. Submission for publication is expected within the next few months. He also collected data with Daniel Hammer, a dual degree student, on gyroscope motion. An abstract on that work was submitted for this summer’s AAPT

Geology & Physics 08-09 75

meeting entitled The Gyroscope in a Modern Intermediate Physics Lab. Dr. Kostov will spend some time this summer preparing seminar presentation on the history and current state of high energy physics, focusing on the Large Hadron Collider at CERN. The talk will be for a general audience to be given this upcoming Fall.

iii. Dr. Sam Peavy a. Teaching: Dr. Peavy taught GEOL 1121 and Introduction to Geophysics

(GEOL 4811) in Fall 2008, evaluations were good (1.46 in GEOL 1121; having only two students I did not do evaluations in Geophysics), and comments were all good. In Spring 2009 he taught two sections of GEOL 1121. In Fall 2008, he began to use the GTCO-Calcomp PRS “clickers” in his introductory classes, primarily to give quizzes. It is his hope to not only incorporate the clickers more fully into his classes in Fall 2009, but also to slowly add interactive learning content. In addition to the new technology, Dr. Peavy has updated the web pages for Introductory Geosciences I, and began a web page for GEOL 3511. In conjunction with his STEM grant, Dr. Peavy attended STEM workshops last fall in Macon and attended another workshop in Atlanta at the end of February. He is pleased overall with our STEM initiative and our planning for an Academy for Future Teachers (ATF) coming this summer, where high school students will hopefully be convinced to become come the GSW and become science teachers in middle-grades or high school when they graduate.

b. Service: Dr. Peavy is currently serving as Department Chair for the Geology and Physics department. He has supervised and coordinated our part of the move from the Roney Building the past two summers, and along with my colleagues removed a substantial amount of materials to the relative safety of the third floor and Science buildings. As chair, he held meetings with program faculty to coordinate our response and changes in our curriculum. Dr. Peavy encouraged Dr. Gabriele Stauf to petition NSF to send us a distinguished speaker from the Ridge 2000 project. Dr. Breea Governar , a post-doctoral researcher at the Woods Hole Oceanographic Institution, presented two talks on her work studying the ecology of mid-ocean ridge biological communities. Dr. Peavy also serves on the Academic Affairs and Graduation Committees, and is the assistant advisor to Gamma Beta Phi. He has continued working with Dr. Kostov on the Agerton observatory and held two successful open houses this spring. Dr. Peavy helped with the resurrection of the GSW Science Challenge beginning in April 2009. Finally, Dr. Peavy is an active member of the Americus Kiwanis Club.

c. Scholarship: Dr. Peavy’s paper entitled “Crustal Structure and Seismicity of Virginia” with two co-authors has been accepted for publication in a Special Volume on the Geology of Virginia, but the exact publication date is unknown. In addition, Dr. Peavy has been invited to present a paper in March 2010 at a special session on sub-coastal plain geology at the joint NE/SE GSA Meeting in Baltimore, Maryland. He continues to work towards a full investigation of the geometry and tectonic history of the South Georgia Basin and its geometry using preexisting and new geophysical data. Dr. Peavy wrote a Distinguished

Geology & Physics 08-09 76

Professor Grant (with Dr. Ian Brown) in Fall 2008. He is currently serving on the GCCI editorial review board in Physics, Geology, Astronomy, Earth Science and reviewing manuscripts for Scientific Journals International and reviewed a NSF proposal for the Division of Undergraduate Education (DUE) program. He is currently a member of the Society of Exploration Geophysicists (SEG), American Geophysical Union (AGU), European Association of Geoscientists and Engineers (EAGE), Engineering and Environmental Geophysical Society (EEGS), Geological Society of America (GSA), American Association of Petroleum Geologists (AAPG).

ii. Dr. Tom Weiland a. Teaching: Dr. Weiland is an outstanding teacher, receiving a richly deserved

award as the Fall 2008 Teacher of the Year at GSW. Having the opportunity to observe him in the classroom shows a person who is energetic, engaging and well-organized. This combination has made Dr. Weiland a great recruiter for our program, with many of our new majors coming from his introductory classes. His enthusiasm for the subject and dedication to the craft of teaching provides a model for all of us at GSW. Dr. Weiland also revised the course format in GEOL 4931 – Field Methods, our capstone course in geology. He has also been instrumental in designing and implementing our new Geology of Georgia course, which he will teach for the first time in May 2009.

b. Service: In the past year, Dr. Weiland has been tireless in his service to the department and GSW. A substantial amount of time was spent packing, moving and unpacking departmental equipment and materials before and after the second summer of HVAC renovations in Roney, potentially saving the University thousands of dollars in movers fees. He was also instrumental in the finding and purchasing of a nearly new X-ray Diffractometer through Pan-Analytical, providing $35000 from consulting fees towards its purchase. This instrument will be installed and functional by Fall 2009, greatly benefiting the students in his Mineralogy class. Dr. Weiland has also served as the faculty member on the GSW Foundation, chaired the University-Wide Tenure and Promotion Committee for 2008, served on important university committees including Faculty Senate and Instructional Technology.

c. Scholarship: Dr. Weiland is continuing the second year of a Teacher Quality grant totaling ~$54,000 to develop and distribute new instructional materials for middle and high school earth science courses. In addition, he also serves as a reviewer of Teacher Quality Grants for the state. He also helped write and design Performance Standards for 6th Grade Earth Science in the state of Georgia, and serves on the Georgia Science Education Advisory Committee. Dr. Weiland has ongoing active research on the Precambrian rocks of north and central Georgia, both for his own sake and that of our students (he has had several senior projects on the region over the years). He also acts as a key person in the Adopt-a-Stream program, including completing annual renewal of his training certification for the program.

Geology & Physics 08-09 77

B. Major Faculty Accomplishments In the judgment of the author, the faculty of the Geology and Physics department have all made major contributions to the life of the campus, their profession, and the community as a whole. All of the accomplishments enumerated above reflect the depth and breadth of our faculty and their willingness to serve in all aspects of our discipline. The department is also blessed with outstanding teachers that are dedicated to student learning and to providing the best possible classroom and laboratory experience for all our students.

IV. Summary Conclusion The Geology and Physics Department plays a vital role in the life of this campus, the local community and the state as a whole by providing substantial service to the core curriculum and producing graduates capable of immediate employment or acceptance to graduate programs. The inclusion of the Earth and Environmental Science Teaching option in our program will extend our ability to provide for a vital societal need – more and better qualified science teachers. The substantial changes to our program and the enthusiastic presentation of our discipline both inside and outside the classroom has added interest and led to a 130% increase in program enrollment (from 6 to 14 students). While we do not expect this to be the norm, we certainly believe that our program will continue to grow and thrive, even in bad economic times. We will continue to contact local schools and use our new brochures gotten via the STEM initiative to enhance our recruitment potential even more. With demand for geologists, engineers and science teachers on the upswing, we feel we are well-positioned as a department to take advantage of these trends. We are also appreciative of efforts to find and secure funding for a new x-ray diffractometer. This vital research and classroom instrument will provide our faculty and students with an invaluable resource for research, and provide the students with preparation for industry or graduate school. However, there are some issues that will need to be resolved in the near future:

7) The addition of Integrated Science courses, and unfunded mandate from the state, will

place a great deal of stress on our faculty. The courses consist of ~25% Earth Sciences, ~25% Biology (these are in course #1), ~10% Chemistry and ~40% Physics (the latter two in course #2). What this means is that in order for these courses to accomplish their goal of providing teachers in Early Childhood Education with a proper science background, our department should be teaching ~65% of these courses. The courses are workshop format with four contact hours per week. This coming academic year (including summer), one of us (Dr. Peavy) will be teaching 100% of ISCI 2002 in summer and Spring 2010, and 50% of ISCI 2001 in Fall 2009). Since we need to offer two or more sections of each class per year beginning Fall 2009, we will need a minimum of two more full-time faculty – one in geology/earth science and one in physics – to address this increased load. Since those faculty are not forthcoming, we have opted to remove one of us from the two introductory classes he would ordinarily teach (one per regular Fall/Spring term). This will mean six total sections of GEOL 1121 next year as opposed to eight sections this year. The addition of a geology faculty in hydrogeology would support both our undergraduate geology program and the potential graduate program in Environmental Science. The potential development of GIS training partnerships with the School of Computing and Mathematics will also tax our resources if additional faculty are not provided.

Geology & Physics 08-09 78

8) In the absence of good standardized exams for Geology, an improvement of our ability to ascertain and compare the strength of our program to others in the state and nationally can be accomplished by designing and giving an exam to our graduates based upon the Professional Geology Licensing Exam given by Georgia and 27 other states to qualify persons as professionals. Similar to engineering exams, the ability of our students to do well on this exam would demonstrate mastery of practical geologic knowledge. We are also considering requiring our majors to take the initial general knowledge portion of the actual PG exam. The cost could be prohibitive, therefore we might need to provide some funding as a department.

9) Financial issues, including the costs of field trips, the lack of funds to repair analytical equipment, and not receiving lab fees in a timely manner, affect our ability to have quality programs in our department. Maintaining a quality science program is expensive and we don’t have nearly the financial resources necessary. Recent budget cuts from the state will continue to put pressure on our department and the University as a whole to maintain our quality as enrollments increase and the prospect for additional faculty and resources in the near term fades away.

10) We really do need new chairs in Roney 305, 309 and 311.

Geology & Physics 08-09 79

VI. Appendix

Fall 2008 Faculty Productivity

Geology/Physics

Instructor

Courses xlisted

with

CRN

CRN

Start Time

End Time

% of Responsibility

Course

Subject

Course

Number

Course

Title

Number of

Enrolle

d Students

Credit

Hours

Total Earned Credit

Hours

LSCH

USCH

GSCH

Aggregate

d Assigned Hour

s

Aggregate

d Contact

Hours

Actual Contact Hours

Productivi

ty Index

Carter, B

8011

8020

1100

1215

100

GEOL

1121

Earth Mat. …

30 4 120

5 150

Carter, B

8020

8011

1100

1215

100

GEOL

1121

Earth Mat. …

27 4 108

228

0 0 4.3 5 5 135

Carter, B

8014

930 1045

100

GEOL

3211

Invertebrate Paleobiology

4 4 16 0 16 0 4.3 5 5 20

Carter, B

8016

100

GEOL

4942

Senior Thesis II

1 1 1 0 1 0 0 1 1 1

Kostov, S

8017

1300

1350

100

PHYS

1111

Intro. to Physics I

26 4 104

104

0 0 4.3 5 5 130

Kostov, S

8018

930 1045

100

PHYS

2211

Prin. of Physics I

24 4 96 96 0 0 4.3 5 5 120

Kostov, S

8019

1100

1150

100

PHYS

2213

Modern Physics

4 3 12 12 0 0 2.6 3 3 12

Peavy, S

8012

800 850

100

GEOL

1121

Earth Mat. …

27 4 108

108

0 0 4.3 5 5 135

Peavy, S

8015

1000

1115

100

GEOL

4811

Intro. to Geophy.

3 4 12 0 12 0 4.3 5 5 15

Weilan 80 80 930 10 10 GEO 112 Earth 29 4 11 5 145

80

d, T 09 10 45 0 L 1 Mat. …

6

Weiland, T

8010

8009

930 1045

100

GEOL

1121

Earth Mat. …

24 4 96212

0 0 4.3 5 5 120

Weiland, T

8013

1230

1345

100

GEOL

1122

Earth Hist. …

15 4 60 60 0 0 4.3 5 5 75

Total: 214 44849

820

29 0 37 44 54 1058

81

Spring 2009 Faculty Productivity

Geology/ Physics

Instructor

Courses xlisted

with

CRN

CRN

Start Time

End Time

% of Responsibility

Course

Subject

Course

Number

Course

Title

Number of

Enrolle

d Students

Credit

Hours

Total Earned Credit

Hours

LSCH

USCH

GSCH

Aggregate

d Assigned Hour

s

Aggregate

d Contact

Hours

Actual Contact Hours

Productiv

ity Inde

x

Carter, B

2007

1000

1050

100

GEOL

1122

Earth Hist. …

22 4 88 88

0 0 4.3 5 5 110

Carter, B

2008

1100

1215

100

GEOL

3411

Geomorpholgy

11 4 44 0 44 0 4.3 5 5 55

Kostov, S

2011

1100

1150

100

PHYS

1100

Intro. to Engineer.

9 1 9 9 0 0 1 1 1 9

Kostov, S

2012

1300

1350

100

PHYS

1112

Intro. to Physics I

19 4 76 76 0 0 4.3 5 5 95

Kostov, S

2013

0930

1045

100

PHYS

2212

Prin. of Physics I

14 4 56 56 0 0 4.3 5 5 70

Peavy, S

2004

0900

0950

100

GEOL

1121

Earth Mat. …

28 4 112

112

0 0 4.3 5 5 140

Peavy, S

2005

0930

1045

100

GEOL

1121

Earth Mat. …

26 4 104

104

0 0 4.3 5 5 130

Peavy, S

2726

0930

1045

100

GEOL

1121H

Earth Mat.. … - Honors

1 4 4 4 0 0 4.3 5 5 5

Weiland, T

2006

1230

0145

100

GEOL

1121

Earth Mat. …

33 4 132

132

0 0 4.3 5 5 165

Weiland, T

2010

0930

1045

100

GEOL

4931

Field Methods

4 4 16 0 16 0 4.3 5 5 20

Weiland, T

2069

100

GEOL

4941

Senior

1 1 1 0 1 0 0 1 1 1

82

Thesis I

Total: 168 38642

581

61 0 39.7 47 47 800

83

Appendix D: Geology and Physics Department Annual Reports, 2007-2013 (cont.)

Annual Report

Department of Geology and Physics

2009-2010

Prepared by

Dr. Samuel T. Peavy, Chair

With the Assistance of the entire Department: Dr. Svilen Kostov, Dr. Tom Weiland and Dr. Burt Carter

84

Table of Contents Data A Report submitted by Dr. Samuel T. Peavy and members of the faculty of the

Department of Geology and Physics to Dr. Jeff Waldrop, Interim Dean of the School of Arts and Sciences.

The Geology and Physics Department Mission Statement is as follows:

The Geology and Physics Department at Georgia Southwestern State University is dedicated to providing the finest possible educational experiences for students of Georgia Southwestern in the areas of Earth and Physical Sciences. Towards that end, we shall: g. Serve the overall Mission of the University by providing quality instruction for

all students in the areas of Geology, Physics and Astronomy; h. Provide required introductory, upper-level and graduate classes for students

pursuing teacher certification through the GSW School of Education; i. Instill in our Majors and Non-majors a fascination with and dedication to

lifelong learning about the Earth by providing a thorough background in Earth materials, processes and history;

j. Integrate coursework training with up-to-date analytical techniques, field experiences and research projects throughout the program to provide our Majors with the experiential background needed for successful graduate education and careers in the natural and physical sciences;

k. Provide quality advisement and instruction in the fundamentals of physics for students in the Engineering Dual Degree Program; and

l. Provide additional service to the University, community, local schools and the public through various outreach programs.

The Department of Geology & Physics houses the following degree programs: B.S. in

Geology, Minor in Geology, Dual-Degree Engineering Program in collaboration with Georgia Tech.

VII. Executive Summary The Geology and Physics Department plays a vital role in the life of this campus, the local community and the state as a whole by providing substantial service to the core curriculum and by producing graduates capable of immediate employment or acceptance to graduate programs. Our Geology Program has responded to recommendations made during our 2007 CPR by making substantive changes to our program over the past couple of years. Our dual-degree program also continues to grow under Dr. Kostov. Overall, The Geology & Physics Department would be better off (as would many other programs on this campus) with more resources and faculty. In order for our programs to improve and for our department to continue to provide vital services to the University’s Core mission, some issues will need to be addressed:

The teaching of Integrated Science courses in service of the mission of the School of Education began last summer and will continue in the upcoming year. Dr. Peavy will be teaching the second course in Spring semesters, and team-teaching the first course with Dr. Harvey of Biology in the Fall. As we are only able to teach one section per semester (with Dr. Harvey being only available in Fall semesters), the waiting list of Early

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Childhood (EC) candidates needing to take these courses is increasing each semester, with more students than available seats in the courses. The waiting list for ISCI 2001 for Fall 2010 swelled to 36 students for only 20 slots. More students will need to take the course as new transfer students and incoming EC candidates increase the load. Because of the nature of the course (a hands-on, joint lecture/lab), only a limited number of students can take the course. Students who are unable to take the course here are seeking it elsewhere, which is costing GSW valuable tuition dollars. Dr. Kostov is not available to help with the ISCI 2002 course or teach other core courses (such as Astronomy) due to a full schedule from introductory physics courses. This past fall semester, the PHYS 1111 course was full. As of today, it is already full for Fall 2010. An additional physics faculty would allow us to offer more sections of the PHYS 1111/1112 sequence, other Area D offerings and some upper-level physics courses for our Dual-Degree program, and more sections of integrated sciences. Dr. Peavy is no longer able to teach as many sections of introductory geology during the academic year, hurting our program’s ability to recruit new majors, reducing our department’s overall productivity (trading two 4-credit classes for 30+ students for one-and-a-half 3-credit classes of 20), and decreasing core offerings at a time of increasing enrollment at GSW. As stated last year (and every year recently), a minimum of two more full-time faculty – one in geology/earth science and one in physics – will be necessary to address the increased load of service courses for our department.

We need to get our teaching labs redone for both safety and functionality reasons. Light fixtures and bulbs need replacing, as do electrical outlets in most of our labs. Automatic lights need to be removed from our lab spaces, as they are posing a safety hazard by turning off during critical moments during labs and exams.

The assessment of learning outcomes within our department has arrived at using a Pre-Test within core classes in our major, which includes the following courses:

GEOL 3111 Environmental Geology GEOL 3121 Mineralogy GEOL 3211 Invertebrate Paleobiology GEOL 3511 Structural Geology GEOL 4421 Sedimentary Geology GEOL 4711 Igneous & Metamorphic Pet. GEOL 4931 Field Methods

The Pre-Test will be administered within the first week of the term for each course. A final Post-Test in the student’s final semester at GSW covering all of these courses will be administered, which along with Senior Seminar and Field Methods courses will act as assessment tools. Dr. Peavy administered the first Pre-Test in GEOL 3511 in Spring 2010, and Dr. Carter will do the same for GEOL 3211 and GEOL 4421 in the Fall. Results of these Pre-test will be compared to the Post-test to determine if the students have retained sufficient information to be successful in their careers beyond GSW, and to adjust our curriculum as necessary.

The current state financial crisis has had effects on our Department and the University as a whole, leading to implicit limitations on travel and a conservative approach to spending by our Department. Other financial issues, including the continuing increase in the costs of field trips, the lack of funds to repair analytical equipment, and not receiving lab fees in a timely manner, affect our ability to have quality programs in our department. An

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additional issue this year was access to our budget, which was not available for viewing for most of the 2009-2010 academic year due to software issues.

Departmental Goals/Achievements: Our department has achieved some of its goals from the previous year. These are 1) a small increase in enrollment within the Geology Program from 14 to 16 students, with the potential for additional freshmen and transfer students this Fall; 2) the establishment of an assessment mechanism within the department, 3) the successful completion of a Teacher Quality Grant by Dr. Weiland, and 4) the installation and operation of a new X-ray diffraction unit (also Dr. Weiland). Dr. Carter is working on improving contact between our department and geology-teaching 2-year schools in the state system in the hopes of recruiting new transfer students, and Dr. Peavy is continuing to send out brochures and other information on the department’s programs to all high schools within 100 miles of GSW and all Science/Math Magnet schools in the state. All of us have also worked at individual recruiting efforts at several high schools in the state. We will be fully implementing our Assessment Plan over the next year by applying the Pre-test and the first Post-test. II. Annual Program Review

A. Programs within the Department of Geology and Physics The Department of Geology and Physics currently has two programs for which it is responsible: a Dual-Degree Engineering Program (in collaboration with Georgia Tech) and a BS in Geology. These are discussed briefly below. v. The Dual-Degree program is the primary responsibility of Dr. Svilen Kostov and

consists of two- to three-years of instruction at Georgia Southwestern followed by a completion of the engineering degree at Georgia Tech and the transfer of credits back to Georgia Southwestern to complete a secondary BS degree – usually in Mathematics. Beyond being the primary provider of physics courses for the curriculum and all of the advising, the department gains little direct benefit from this program. There are 29 students currently enrolled in the program.

vi. The BS Program in Geology has a long history, with the earliest four-year degrees granted in 1973. The program features a traditional geology curriculum preparing students for graduate school or the workplace in geology. The curriculum includes introductory classes in Physical and Historical Geology, followed by Mineralogy, Petrology, Paleontology, Structural Geology, Environmental Geology and other courses. Many of our graduates find immediate employment after graduation, or if they desire they can go to graduate school (two of our recent graduates are currently in graduate programs at South Florida and UGA). In addition to our regular curriculum, the department has added a track in Earth and Environmental Sciences Education from which it is hoped that some of our majors may opt for the Teacher Alternative Preparation Program (TAPP) and become middle and/or high school science teachers – a critical needs area both locally and nationally. There are currently 16 students enrolled in the Geology Program.

B. Interpretation and Assessment of Quantitative and Qualitative Data i. The following information represents the best data available on our programs. It

draws on some data provided by our institutional research department, and other

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information provided by colleagues and gleaned from various sources by the report’s author.

ii. Since the Dual-Degree program is not a four-year degree program, we have not attempted to collect data in the traditional sense on the program. However, based upon information given by Dr. Kostov, four students transferred to Georgia Tech in Fall 2009, with another three students on their way in Fall 2010.

iii. The Geology Program completed a Comprehensive Program Review (CPR) in Fall 2007. The results of that review were positive. Many data were presented as a part of that document, which should be available through the Academic Affairs office. What follows is a brief update.

g. Dedicated Resources 1. Human Resources – Faculty

1.1 Faculty/Student Ratio: The overall faculty student ratio for the year was 88.6 per faculty member, or 44.3/faculty/term. The average number per class taught was 16.5 students/faculty/class. These numbers are a slight decrease from last year (95.6/47.8/17.8) and reflect the decrease in students due to swapping GEOL 1121 courses for ISCI courses for Dr. Peavy and an increase in our numbers in our upper-level course offerings. 1.2 “Productivity”: Tables showing productivity numbers for the Summer and Fall 2009 and Spring 2010 semesters can be found in the Appendix. Our aggregate productivity indices for the Fall and Spring were 771.5 (average of 192.8/faculty) and 582 (average of 145.5/faculty), respectively. These numbers are much lower than last year. Part of the decrease in each semester can be attributed to an estimated reduction of 91.5 and 63 productivity hours for Dr. Peavy in the Fall and Spring, respectively, due to the teaching of ISCI 2001/2002. We would rather be teaching introductory geology courses, but provide the ISCI courses for the School of Education as part of an unfunded mandate by the BOR. As mentioned earlier, additional faculty would allow us to both better serve both Core Curriculum needs as well as the School of Education.

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1.3 Grade Distribution : Here are the grade distributions by school for Fall 2008 as reported to us in May 2009 (the most recent data we have):

The grade distributions for Arts and Sciences departments vs. GSW and A&S percentages were:

The chart shows that the departmental grade distribution for Fall 2008 fits within the general distribution within the Arts and Sciences programs. Within our department data from Fall 2007 through Spring 2009 show the following:

Percentage of Total Grades by A&S Department

0

10

20

30

40

50

60

A B C D F WF I W

Assigned Grade

Pe

rce

nta

ge

of

To

tal

Gra

de

s

GSW

A&S

Biology

Chemistry

Eng.&Mod.Lan.

Geol.&Phys.F08

Hist.&Poli.Sci.

Psych.&Soci.

Visual Arts

Dramatic Arts

Music

Percentage of Total Grades by School

01020304050607080

A B C D F WF I W

Assigned Grade

Per

cen

tag

e

GSW

A&S

Busi

CS&M

Educ

Educ-HPER

HPER

Nurs

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Although all of us have made adjustments to our teaching in an attempt to fit the profile of our students, many students appear to be unprepared for the effort necessary for success in a college-level class as illustrated by the numbers of D-F-W grades. Our overall percentages of “passing grades” (A-C) has oscillated between 69.7% and 79.2%, with the overall average at 72.2%.

1.4 Changes to Faculty Qualifications: Dr. Kostov’s tenure and promotion review did not go as expected, and he plans on applying for tenure and promotion again in the Fall 2010. Dr. Kostov is working to remedy the situation by increasing his scholarship activity. 1.5 Other Significant Changes to Faculty: None to report at this time. Next year we would like to report adding some faculty.

2. Human Resources – Students

2.1 Number of Majors: The department began the 2008-2009 academic year with six majors, and the 2009-2010 academic year with 14 majors. The department currently has 16 majors (as of May, 2010). This growth is primarily due to the hard work of our faculty through their introductory geology courses in inspiring students to become geology majors, and heightened interest in our program through innovative courses such as the Geology of Georgia field course (offered Maymester 2009) and the Natural History of Costa Rica (being offered Maymester 2010). The changes made to our curriculum in the past couple of years may also have influenced the students’ decisions.

Grade Distribution for Geology & Physics, Fall 07 - Spring 10

0

5

10

15

20

25

30

35

A B C D F WF I W

Grades

Per

ceta

ge

of

To

tal

Gra

des

Geol.&Phys.F07

Geol.&Phys.S08

Geol.&Phys.F08

Geol.&Phys.S09

Geol&Phys F09

Geol.&Phys.S10

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2.2 Retention Data: The following chart shows student retention as measured by the University. The only exception is 2009 (no data at this time).

Year Declared

Majors, Fall

Remaining Majors,

following Fall

New Major(s)

Retention Rate

2001 1 0 Arts 0%

2002 2 2 100%

2003 2 2 100%

2004 0 0 N/A

2005 2 0 Gen-Ed,

psychology 0%

2006 0 0 N/A

2007 0 0 N/A

2008 1 1 100%

2009* 1 1 100%

Totals 9 6 ----- 66.7% However, those data are inadequate to the task, as we do not have satisfactory data to answer this question. It has been our experience that we get very few students entering GSW to become geology majors. Most become majors after becoming inspired to do so during an introductory geology course. This is well illustrated by this past year, where we began summer 2007 with seven majors, had two graduate through Fall 2008 (leaving five), and now have a total of 16 – only two of which came here as a major.

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Similar data can be shown for the Dual-Degree program:

Year Declared Majors,

Fall

Remaining Majors,

following Fall

New Major(s) Retention

Rate

2001 2 2 100%

2002 9 4 44.4%

2003 8 1 EDWE, HITC,

psychology, TCMT

12.5%

2004 4 0 0%

2005 15 6 TCMT 40%

2006 14 11 EDWE 78.6%

2007 15 7

Biology, EDWE, ITEC(2),

mathematics, PEET

46.7%

Totals 67 31 ----- 46.3%

This program is difficult with a strong emphasis on mathematics and sciences. Many of our students are not prepared for the level of intellectual challenge provided by the program, so it is not surprising that few students remain in it. 2.3 Number of Graduates: We graduated two majors since last May (Justin Griffin and Roy Colquitt), and anticipate having three or more graduate this upcoming academic year.

3. Physical Resources

3.1 Changes to Physical Facilities: We have had improvements to our facilities by the addition of a new X-ray Diffraction machine with a x-ray tube (purchased last summer and this fall, respectively). OIIT has provided a replacement computer for Dr. Kostov; our department purchased a new printer for it.

3.2 Changes to Instructional Resources: OIIT has provided replacement computers for our lab in Roney 207 this, and replaced a couple of projectors and computers in our classrooms. Finally, we did receive new chairs for our upstairs labs (Roney 305 and 309) and the Roney Computer Lab (Roney 311).

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4. Fiscal Resources There were no apparent changes to our Fiscal resources between the 2009 and 2010 academic year. However, there are some issues which will need addressing in the future: 4.1 Lab Fees: It is difficult to budget properly if we have no idea 1) how much and 2) when our lab fees are added to our budget. It would appear that our lab fees are now $20, although no request for an increase was made. The department asked about this apparent change last year but still has not been given an answer. There also does not appear to be a line item in our detailed budgets that states clearly when these fees are actually added to our budget. Our lab fees seemed to have been added earlier this year in the Fall, but the inability to access our budget leaves us unable to state for sure whether the lab fees ever appeared in the Spring. We have had a small fee approved for students taking ISCI courses, but with the imposed moratorium on fee increases, we will not be able to collect that fee. 4.2 Escalating Field Trip Costs: The increased cost of gasoline, van rentals, food and even camping space may be endangering a primary part of our program – field trips. The last departmental field trip cost well over $600 for a three-day excursion. Since almost all of our upper division courses require field trips, that will become a significant budget issue in the future. In addition, our new course, GEOL 1142 – The Geology of Georgia is primarily field based and its cost for last year was in excess of $3500 – more if you include the purchase of new camping supplies for the additional students in the course. We will be offering this class again in the Maymester 2011. The Natural History of Costa Rica course will also cost our department >$1000 for van rentals and faculty expenses. 4.3 Lights in the Roney Building: We have made several requests to get lights, switches and/or bulbs replaced this year, but none have worked. We will be meeting with Hugh Slaton soon to address the problem.

h. Program, Learning, and Service Outcomes 1. Faculty/Graduate Ratio: The ratio of faculty to graduates for the 2009

academic year in our Geology Program is 1.5 (three program faculty and two graduates).

2. Ratio of Core Service to Program Teaching: Using the numbers available for

Fall 2009 and Spring 2010, the ratio of core to program teaching in our department is 0.82 and 0.75, respectively. These ratios were calculated using the total number of students in lower division core courses in our department and dividing by the total number of students taught. In addition, GEOL 3111 (Fall 2009) and GEOL 3311 (Spring 2010) contained a total of 4 students from the School of Education (Middle Grades Science Concentration), and we were teaching 38 students in ISCI courses as part of

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the Early Childhood Education core. Offering ISCI courses to a reduction in our regular core offerings and a loss of productivity.

3. Success of Graduates: In the past year we have had a former student enroll

in the Geology PhD program at the University of South Florida. We currently have a second student completing an MS at the University of Georgia.

4. Scholarly Contribution: We have a professionally active faculty. Our faculty

have presented at professional meetings, workshops, on-campus seminars, and at meetings on state education standards in 2009-2010 (see information on pp.13-17 for more details). They have also reviewed various professional papers, research proposals and other documents associated with their disciplines.

5. Community Service and Outreach: Dr. Tom Weiland serves on the GSW

foundation as the faculty representative. Dr. Sam Peavy is active in various Kiwanis programs and the GSW STEM initiative. Dr. Kostov and Dr. Peavy organized Open Houses at the observatory. We are all active contributors to various campus-wide committees, including Promotion and Tenure committees.

6. Student Learning Outcomes: The assessment of learning outcomes within our

department will be done by using a Pre-Test within core classes in our major, which includes the following courses:

GEOL 3111 Environmental Geology GEOL 3121 Mineralogy GEOL 3211 Invertebrate Paleobiology GEOL 3511 Structural Geology GEOL 4421 Sedimentary Geology GEOL 4711 Igneous & Metamorphic Pet. GEOL 4931 Field Methods

The Pre-Test will be administered in the individual classes within the first week of the term. A final Post-Test in the student’s final semester covering all of these courses will be administered to the students, which along with Senior Seminar and Field Methods courses will act as in-house capstone and evaluation tools. Dr. Peavy administered the first Pre-Test in GEOL 3511 in Spring 2010, and Dr. Carter will do the same for GEOL 3211 and GEOL 4421 in the Fall. Results of these Pre-test will be compared to the final Post-test to see if the students gained sufficient knowledge in geological sciences as a result of our curriculum.

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7. Comparisons to Recent Graduates: Most of our recent graduates are either working in industry or in graduate school.

Name Graduation Year

Post-GSW Career

Colquitt, R. 2010 Currently not Geoscience Related Dupree, D. 2002 Science Education Godfrey, D. 2002 *Not Geology Related Griffin, J. 2009 Unknown Hart, J. 2008 *Not Geology Related Hughes, J. 2005 GA State Parks

Jarrett, M. 2005 MS, University of Georgia 2009; begin PhD, U. of South Florida, Fall 2009

Miller, J. 2006 MS Candidate, University of Georgia Minchew, D. 2008 Environmental Geology Norton, L. 2002 Environmental Geology Payne, B. 2005 Environmental Geology

Peavy, T. 2005 MS, Auburn University; Environmental Geology

Raines, D. 2003 Environmental Geology; PG 2009 Slater, S. 2005 Environmental Geology Smith, M. 2004 Environmental Geology Vaughn, E. 2005 *MS Geology, Colorado State University Veal, B 2002 *MS Geology, University of Georgia

* Unknown

i. Program Processes 1. Curriculum Review: The department made changes to its curriculum in response

to the 2007 CPR recommendations. See the current curriculum sheets for our Major and Minor programs, found online in the GSW Bulletin. We have changed the names of our introductory courses, merged some of our courses, and added a new course, GEOL 1142 – The Geology of Georgia. This course was taught very successfully for the first time in Maymester 2009 by Dr. Weiland. It fulfills Area D core requirements and will be used in part by our department as a recruiting tool. Dr. Weiland has also worked with Dr. Herrington of the Biology Department on a new study abroad course on the Natural History of Costa Rica, which will be taught for the first time in Maymester 2010.

2. Changes in Design of Learning Experiences: We all continually change/upgrade

what we do in the classroom, including the addition of new knowledge that has not yet found its way into textbooks and the results of our own scholarly research. Dr. Peavy has been using a classroom response system (a.k.a. “clickers”) in his introductory classrooms this past academic year. He will

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continue to integrate this technology along with more traditional methods of student interaction and active learning in the coming year.

B. Summary of Plans for Addressing Changes that Require a Response

i. Short Term Assessment Plans: Our “Systematic Evaluation Plan” for our Program has the following items: a. Satisfaction with the program. (Demonstrated using a “program satisfaction” survey

instrument) b. Evaluation of Senior Research Projects or other comparable projects within their

upper-level classes. (Evaluated by all geology faculty and given a score) c. Pursuit of Topics in Earth Sciences after Graduation. (Evaluated through

communication with former students) d. Ability to analyze, synthesize, and evaluate geological information from texts,

journals, etc. (Demonstrated using Senior Seminar and Field Methods courses) e. Ability to collect, analyze and interpret analytical data. (Demonstrated using Field

Methods capstone course or Senior Thesis) f. Ability to collect, analyze and interpret field data. (Demonstrated using Field

Methods capstone course or Senior Thesis). g. Knowledge of basic Earth Science topics. (Demonstrated using new departmental

Pre-Test / Post-Test exam system, described in Section iii-b-6 above) We will assess our program using all the above tools.

ii. Priority Needs for Next Year: These are summarized more fully in Section IV below. A brief summary: 1) We need additional faculty in both the Geology and Physics diciplines to provide a) the Integrated Science courses for the School of Education while continuing to provide Core geology courses and courses for our increasing numbers of majors, and b) provide more sections of PHYS 1111/1112 for a variety of majors and upper-level physics courses for the Dual-Degree program. 2) We need our labs renovated for both safety and teaching quality reasons. 3) We need to maintain or increase our budgetary resources to continue to provide quality field experiences. Our May 2009 Geology of Georgia course cost ~$3500 alone.

III. Faculty Actvities A. Summary of Faculty Activity Reports

The following is a summary of the faculty evaluations turned into the chair and/or Dean for 2009-2010. i. Dr. Burt Carter

a. Teaching: Dr. Carter has done a good job of teaching as exemplified by his continued above average performance on both numerical scores and student comments. Dr. Carter has continually improved and altered his web-based materials to aid in student learning. In addition, he taught a new course in Sedimentary Geology, a combination of two courses. The course went relatively well for the first time being taught, and Dr. Carter will have the opportunity to "fine tune" the course and its expectations this coming Fall as it will be offered for the second time then.

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As a part of his teaching, Dr. Carter has had his students accompany him on field trips to see what they have seen in the classroom "in the field", as well as being heavily involved in student research both here and at other institutions.

b. Service: Dr. Carter has served on the University-wide Promotion and Tenure Committee, Academic Affairs Committee (including the Academic Standards subcommittee), and is currently on the Arts and Sciences Core Revision Area D subcommittee. Dr. Carter has given public talks to promote GSW and our program at the Middle Georgia Gem and Mineral Society and to the annual science night at Central High School (Macon). Dr. Carter has also served our department by participating in Preview and Storm Days, and is currently working to identify students at two-year institutions that might be recruited into our program.

c. Scholarship: In the past year, Dr. Carter has: 1. Begun work on paleontological and a geomorphological/sedimentological projects with a student (Ryan Roney), with the second project also involving collaboration with a colleague at West Georgia (Tim Chowns). Both projects will most likely lead to publishable results. 2. Has begun work with a physicist (Rolf Schimmrigk) on a collaborative analysis of growth and evolution of Eocene sand dollars. 3. Continues to work with a graduate student at UGA (GSW alumnus Justin Miller) on one or more papers related to echinoid evolution in the SE United States.

ii. Dr. Svilen Kostov a. Teaching: Dr. Kostov has done a good job of teaching his physics classes, as seen in his numerical evaluations and comments, particularly given the difficult nature of the subject matter. Dr. Kostov has recently added a one-hour weekly tutorial session to aid student understanding of the material. Dr. Kostov has also developed several new physics labs this year, expanding the amount of "hands-on" learning being done by his students.

b. Service: Dr. Kostov continues to advise 25-30 students as a part of our Dual-Degree engineering program (in conjunction with Georgia Tech). He has made recent liaison's with the engineering school at Florida State University and Southern Polytechnic, and is in the process of arranging field trips to all three schools. In addition, he has served as department representative in Storm Days. Dr. Kostov is also currently chair of the the Scholarship and Financial Aid Committee, and is the prime organizer for the Science Colloquium. As a part of the Colloquium series, he gave a talk about the Large Hadron Collider at CERN. Finally, Dr. Kostov helps plan and participate in our "Observatory Open Houses".

c. Scholarship: In the past year, Dr. Kostov has: 1. Presented a poster with student Daniel Hammer on a novel gyroscope based lab project at AAPT annual meeting in Chicago; 2. A paper by Dr. Svilen Kostov was recently published on the official AAPT (American Association of Physics Teachers) Physical Sciences Resource Center website. The paper entitled “A Lab for Exploring the Precession and Nutation of

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a Gyroscope” was co-authored by Daniel Hammer, a GSW Dual Degree major in Mechanical Engineering. 3. Is working on a paper on X-Ray analysis of novel cathode material with a group of collaborators; and 4. Is preparing a short paper on the gyroscope experiment for submission to "The Physics Teacher", the official journal of the American Association of Physics Teachers.

iii. Dr. Sam Peavy a. Teaching: Dr. Peavy taught GEOL 1121, Environmental Geology (GEOL

3111) and the second half of ISCI 2001 (Earth and Life Science for Teachers; with Dr. Stephanie Harvey) in Fall 2009, and Structural Geology (GEOL 3511) and ISCI 2002 (Physical Science for Teachers). Numerical scores were fine but I am disturbed by comments from the Early Childhood class describing the state-proscribed “hands-on” activities as “a waste of time”. This probably explains a lot about the state of modern education, where our future teachers do not wish to learn about methodology that will help them explain science to coming generation. Dr. Peavy also updated the web pages for Introductory Geosciences I, and began a web pages for the ISCI courses, and created new labs and lectures for Environmental Geology and ISCI 2001 and 2002. Dr. Peavy also attended STEM conferences in Atlanta, Macon (both Spring 2009) and Tifton (Fall 2009). I am still pleased overall with our STEM initiative and our Academy for Future Teachers (ATF) last summer. The state has continued our grant and we will be using what little money our business office allows us to keep to produce another AFT in Summer 2010. Dr. Gurnack has done a good job of maintaining the STEM focus at GSW.

b. Service: Dr. Peavy is currently serving as Department Chair for the Geology and Physics department. As chair, he held meetings with program faculty to coordinate our response and changes in our curriculum. Dr. Peavy also serves as chair of the Business and Finance committee, and is “faculty wrangler” on the Graduation Committee. He is the assistant advisor to the Gamma Beta Phi society, a service and honor society. He has continued working with Dr. Kostov on the Agerton observatory and held a very successful open house this spring (50 plus people). Dr. Peavy made a “geocaching” presentation for the GSW Science Day in April 2009. Finally, Dr. Peavy is an active member of the Americus Kiwanis Club.

c. Scholarship: Dr. Peavy’s paper entitled “Crustal Structure and Seismicity of Virginia” with two co-authors has been accepted for publication in a Special Volume on the Geology of Virginia, which will be published in October or November of 2010. In addition, Dr. Peavy presented a paper in March 2010 at a special session on sub-coastal plain geology at the joint NE/SE GSA Meeting in Baltimore, Maryland. He continues to work towards a full investigation of the geometry and tectonic history of the South Georgia Basin and its geometry using preexisting and new geophysical data. Dr. Peavy received a Distinguished Professor Grant (with Dr. Ian Brown) in Fall 2009. He is currently serving on the GCCI editorial review board in Physics, Geology, Astronomy, Earth Science and reviewing manuscripts for Scientific Journals

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International and reviewed a NSF proposal for the Division of Undergraduate Education (DUE) program. He is currently a member of the Society of Exploration Geophysicists (SEG), American Geophysical Union (AGU), European Association of Geoscientists and Engineers (EAGE), Engineering and Environmental Geophysical Society (EEGS), Geological Society of America (GSA), American Association of Petroleum Geologists (AAPG).

ii. Dr. Tom Weiland a. Teaching: Dr. Weiland used a combination of reading quizzes, review sheets,

practice tests, and review sessions in all classes. He developed new multimedia presentations for teaching in the large Roney 301 classroom. Student evaluations and comments were outstanding in all classes; always seems to be here for the students. Dr. Weiland has continued the revision of Mineralogy (GEOL-3121) course to better integrate material from the Optical Mineralogy course that was recently combined with this class. Dr. Weiland developed and delivered new field-oriented course (Geology of Georgia: GEOL-1142), and is working on the development of another field-oriented course (Natural History of Costa Rica) to continue to increase the visibility of the Department and help recruit new majors. These courses require extensive planning and organization where detailed field guides are written for each location.

b. Service: Dr. Weiland has primary responsibility for our XRD lab and maintaining our GIS labs and software. Considerable work went into locating an acceptable used XRD, finding funding for the equipment, overseeing the purchasing, transport and installation of the machine. We would not have one if not for his efforts. Dr. Weiland served on Department and School-Wide Tenure and Promotion Committees (Fall 2009), and is a member of the Instructional Technology Committee. He is also the faculty representative on the Georgia Southwestern Foundation. Dr. Weiland is advisor for the Geology Club and led a two-day field trip for our STEM AFT.

c. Scholarship: Dr. Weiland spent a considerable amount of time learning how to run the new XRD instrument, including dealing with issues with the X-ray tube and software to get the machine operating correctly. In addition to the above, Dr. Weiland delivered a one-hour invited presentation at Cumberland Island Workshop on Climate Change (February 6, 2010), served on the Georgia Science Education Advisory Committee (SEAC), and served as project director for a grant funded by the Improving Teacher Quality State Grant Title II Program titled Earth Science Activities and Resources for Middle and Secondary Grades (~$54,000). Project reviews and reports are currently being prepared for the project.

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B. Major Faculty Accomplishments In the judgment of the author, the faculty of the Geology and Physics department have all made major contributions to the life of the campus, their profession, and the community as a whole. All of the accomplishments enumerated above reflect the depth and breadth of our faculty and their willingness to serve in all aspects of our discipline. The department is also blessed with outstanding teachers that are dedicated to student learning and to providing the best possible classroom and laboratory experience for all our students.

IV. Summary Conclusion The Geology and Physics Department plays a vital role in the life of this campus, the local community and the state as a whole by providing substantial service to the core curriculum and producing graduates capable of immediate employment or acceptance to graduate programs. The inclusion of the Earth and Environmental Science Teaching option in our program will extend our ability to provide for a vital societal need – more and better qualified science teachers. The substantial changes to our program and the enthusiastic presentation of our discipline both inside and outside the classroom has added interest and led to a 260% increase in program enrollment in the past two years, with more students expected this coming Fall. While we do not expect this to be the norm, we certainly believe that our program will continue to grow and thrive, even in bad economic times. We will continue to contact and visit local schools, work with teachers and contact two-year schools to enhance our recruitment potential even more. With demand for geologists, engineers and science teachers on the upswing, we feel we are well-positioned as a department to take advantage of these trends. We are also appreciative of efforts to find and secure funding for a new x-ray diffraction unit. This vital research and classroom instrument has provided our faculty and students with an invaluable resource for research, and will continue to provide future students with preparation for industry or graduate school. However, there are some issues that will need to be resolved in the near future:

11) The addition of Integrated Science courses, and unfunded mandate from the state, will

place a great deal of stress on our faculty. The courses consist of ~25% Earth Sciences, ~25% Biology (these are in course #1), ~10% Chemistry and ~40% Physics (the latter two in course #2). What this means is that in order for these courses to accomplish their goal of providing teachers in Early Childhood Education with a proper science background, our department should be teaching ~65% of these courses. The courses are workshop format with four contact hours per week. This coming academic year, one of us (Dr. Peavy) will be teaching 100% of ISCI 2002 in Spring 2011, and 50% of ISCI 2001 in Fall 2010). With only one section of each class being offered per year due to a lack of personnel, our department could use a minimum of two more full-time faculty – one in geology/earth science and one in physics – to address this increased load and to provide more Core offerings to the rest of our students. Since those faculty are not forthcoming, we have opted to remove one of us from the two introductory classes he would ordinarily teach (one per regular Fall/Spring term). This means that only five total sections of GEOL 1121 will be taught each academic year when we would normally offer seven or more. The addition of new faculty in both geology and physics would support both of our growing programs, Geology and Dual-Degree, by providing our students with a stronger background before graduation or transfer to Georgia Tech.

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12) In the absence of good standardized exams for geology, we have decided to use a Pre/Post-test design for program assessment. The generalized format will be a Pre-test given early in the semester in each of our critical courses for the major, including GEOL 3111 Environmental Geology, GEOL 3121 Mineralogy, GEOL 3211 Invertebrate Paleobiology, GEOL 3511 Structural Geology, GEOL 4421 Sedimentary Geology, GEOL 4711 Igneous & Metamorphic Petrology, and GEOL 4931 Field Methods. A Post-test would be given near the end of their senior year and those results compared to the initial Pre-test to ascertain how much geology our students have learned over their time at GSW, and to make adjustments to the program to that important knowledge will not be forgotten.

13) Our labs – in particular in terms of lighting and electrical connections, need to be improved for both safety and teaching quality. We are hopeful that the announced plan of working on “two labs a year” will come to fruition over the next several years and that our lab/teaching spaces may be improved.

14) Financial issues, including the costs of field trips, the lack of funds to repair analytical equipment, and not receiving lab fees in a timely manner, affect our ability to have quality programs in our department. Maintaining a quality science program is expensive and we don’t have nearly the financial resources necessary. Continual budget cuts from the state will put pressure on our department and the University as a whole to maintain our quality as enrollments increase and the prospect for additional faculty and resources in the near term dwindles. As unit, we have done our best to maintain quality in the face of budget cuts, increasing our service to the School of Education and the State of Georgia by helping to produce higher quality teachers through our courses.

Acknowledgement: This annual report would not be possible without the information provided

by my colleagues Svilen Kostov, Tom Weiland and Burt Carter, and our administrative assistant, Deborah Standridge. Thank you all.

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VIII. Appendix

Summer 2009Faculty Productivity

Geology/ Physics

CRN Course # Course Title Credit Hrs Days Time Instructor # UG UG hrs Total # Total hrsContact

Hrs

5001 PHYS 1222 Stellar Astronomy 3 MTWR 10:45 - 01:50pm Kostov 36 108 36 108 3 Sub-Totals 36 108 36 108 3

5010 ISCI 2002 Physical Science for Teachers 3 MTWR 12:00 - 03:55pm Peavy 14 42 14 42 4 Sub-Totals 14 42 14 42 4

5002 GEOL 1142 The Geology of Georgia 3 MTWR 08:00 - 04:50pm Weiland 10 30 10 30 5 5009 GEOL 4951 The Geologic History of GA 4 MTWR 08:00 - 04:50pm Weiland 10 40 10 40 5

Sub-Totals 20 70 20 70 10 Dept. Totals 70 220 70 220 17

Fall 2009Faculty Productivity

Geology/ Physics

CRN Course # Course Title Credit Hrs Days Time Instructor #UG UG hrs

Total hrs

Contact Hrs

8002 GEOL 1121 Earth Mat., Processes, & Env. 4 T R 11:00-12:15pm Carter, B. 30 120 120 5 8002 GEOL 1121 Earth Mat., Proc., & Env. Lab T 02:00-03:50pm Carter, B. 8003 GEOL 1121 Earth Mat., Processes, & Env. 4 T R 11:00-12:15pm Carter, B. 30 120 120 5 8003 GEOL 1121 Earth Mat., Proc., & Env. Lab R 02:00-03:50pm Carter, B. 8008 GEOL 4421 Sedimentary Geology 4 M W 11:00-12:15pm Carter, B. 7 28 28 5 8008 GEOL 4421 Sedimentary Geology Lab M 02:00-03:50pm

Sub-Totals 67 268 268 15 8011 PHYS 1111 Introduction to Physics I 4 M W 12:30-01:45pm Kostov, S. 23 92 92 6 8011 PHYS 1111 Introduction to Physics I Lab T 03:00-05:50pm Kostov, S. 8012 PHYS 2211 Principles of Physics I 4 T R 09:30-10:45am Kostov, S. 13 52 52 6 8012 PHYS 2211 Principles of Physics I Lab W 02:00-04:50pm Kostov, S.

Sub-Totals 36 144 144 12

8010 ISCI 2001 Life/Earth Science for Teachers 3 T R 03:30-05:20pm Peavy, S. 9.5 28.5 28.5 2

8001 GEOL 1121 Earth Mat., Processes, & Env. 4 M W 09:30-10:45am Peavy, S. 30 120 120 5 8001 GEOL 1121 Earth Mat., Proc., & Env. Lab M 01:00-02:50pm Peavy, S. 8005 GEOL 3111 Environmental Geology 4 T R 08:00-09:15am Peavy, S. 12 48 48 5 8005 GEOL 3111 Environmental Geology Lab T 12:30-02:20pm Peavy, S.

Sub-Totals 51.5 196.5 196.5 12 8004 GEOL 1122 Earth History& Global Change 4 T R 11:00-12:15pm Weiland, T. 28 112 112 5

8004 GEOL 1122 Earth History& Global Change Lab M 02:00-03:50pm Weiland, T.

8006 GEOL 3121 Mineralogy 4 M W 09:30-10:45am Weiland, T. 12 48 48 5 8006 GEOL 3121 Mineralogy Lab R 02:00-03:50pm Weiland, T. 8007 GEOL 4911 Senior Seminar 1 R 09:30-10:20am Weiland, T. 2 2 2 1 8009 GEOL 4942 Senior Thesis II 1 TBA TBA Weiland, T. 1 1 1 1

Sub-Totals 43 163 163 12 Dept. Totals 197.5 771.5 771.5 51

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Spring 2010Faculty Productivity

Geology/ Physics

CRN Course # Course Title Credit Hrs Days Time Instructor #UG

UG hrs

Total hrs

Contact Hrs

2003 GEOL 1122 Earth History & Global Change 4 M W 09:30-10:45am Carter, B. 22 88 88 5 2003 GEOL 1122 Earth History & Global Change Lab M 02:00-03:50pm Carter, B. 2004 GEOL 3311 Oceanography 4 T R 11:00-12:15pm Carter, B. 10 40 40 5 2004 GEOL 3311 Oceanography Lab T 01:00-02:50pm Carter, B.

Sub-Totals 32 128 128 10 2008 PHYS 1100 Introduction to Engineering 1 R 11:00-11:50am Kostov, S. 9 9 9 1 2009 PHYS 1112 Introduction to Physics II 4 M W 12:30-01:45pm Kostov, S. 15 60 60 52009 PHYS 1112 Introduction to Physics II Lab T 03:00-05:50pm Kostov, S. 2010 PHYS 2212 Principles of Physics II 4 T R 09:30-10:45am Kostov, S. 7 28 28 5 2010 PHYS 2212 Principles of Physics II Lab W 02:00-04:50pm Kostov, S.

Sub-Totals 31 97 97 11 2568 ISCI 2002 Physical Science for Teachers 3 T R 03:30-05:20pm Peavy, S. 19 57 57 4 2005 GEOL 3511 Structural Geology 4 T R 09:30-10:45am Peavy, S. 10 40 40 5 2005 GEOL 3511 Structural Geology Lab W 02:00-03:50pm Peavy, S.

Sub-Totals 29 97 97 9 2001 GEOL 1121 Earth Mat., Proc., & Env. 4 T R 11:00-12:15pm Weiland, T. 28 112 112 5 2001 GEOL 1121 Earth Mat., Proc., & Env. Lab M 02:00-03:50pm Weiland, T. 2002 GEOL 1121 Earth Mat., Proc., & Env. 4 T R 11:00-12:15pm Weiland, T. 28 112 112 5 2002 GEOL 1121 Earth Mat., Proc., & Env. Lab W 01:00-02:50pm Weiland, T. 2006 GEOL 4711 Igneous-Metamorphic Petrology 4 M W 09:30-10:45am Weiland, T. 9 36 36 5 2006 GEOL 4711 Igneous-Metamorphic Petrology Lab R 01:00-02:50pm Weiland, T.

Sub-Totals 65 260 260 15 Dept. Totals 157 582 582 45

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Appendix D: Geology and Physics Department Annual Reports, 2007-2013 (cont.)

Georgia Southwestern State University FY2010 Annual Report

Geology & Physics Department

FOLLOWING ARE THE 2010 ANNUAL REPORT TABLES FOR USE BY DEANS AND DIRECTORS.

Table of Contents ....................................................................................................................... Page Table 1 -State of the Organizational Unit ........................................................................................2 Table 2 -Graduation Rates ...............................................................................................................5 Table 3 -Progress Toward Strategic Goals ......................................................................................6 Table 4 -Highlights of Faculty Activities ........................................................................................7 Table 5 -Use of Data for Change .....................................................................................................7 Table 6 -Example of an Improvement .............................................................................................8 Table 7 -New Degree Programs, Administrative Units, Program Changes ....................................9 Table 8 -Suggested Improvements .................................................................................................10 Note: Where necessary, please duplicate or extend tables to include information that will not fit on a single page.

Georgia Southwestern State University Americus, Georgia 31709

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TABLE 1 STATE OF THE Geology Department In general, our department is doing well given limited faculty and resources. We are providing a large component of service courses to the University in both geology, physics and integrated sciences (for Early Childhood Education), with over 80% of our students from outside our programs. We could do a lot better with a) an additional faculty member in Geology so that we can provide more courses both in and out of our program, b) an additional faculty member in Physics so that we can enhance our Dual-Degree program and provide additional service courses, and c) better access to our budget and clarity in the addition of student lab fees so that we can actually do a better job of tracking/assessing our needs as the year goes on.

1. General Accomplishments of the Unit: a. As of this morning, we now have 11 Geology majors; we started last spring with 12,

and we have another student visiting campus interested in our major. We had four new freshmen come into our program in the fall; currently we still have three in the major (the fourth decided that psychology was better suited to her). A team effort, with all of us using the GEOL 1121 course to identify students interested in the topic and recruit them, has added additional majors and some of these will graduate from the program in the coming year. The combination of well-taught introductory courses, new field-oriented courses and a compression of our course sequences combined with an education option have aided us to increase our majors. Many of our new majors come through our introductory classes and right now Dr. Weiland is leading a Geology Club sponsored field trip to the Pacific Northwest. In addition, in January I sent information on our programs to 1) science directors at most public and private high schools within 100 miles of GSW, and all science magnet schools in the state, and 2) to science department chairs at most of the two-year schools in the state. Our active recruiting efforts may be helping us improve / maintain our numbers. In addition, we had record enrollment in our Dual Degree program last fall (26 new students), and full PHYS 1111-1112 classes. An additional Physics faculty would allow us to offer more courses for our Dual Degree majors and more general education classes (see “b” below).

b. The upper-level course sequences in Geology will be maintained in upcoming years. Unfortunately, limits in personnel will not allow us to offer more than one section of GEOL 1122 and 2 to 3 sections of GEOL 1121 each term. We are offering two, on-line Astronomy classes in Maymester; both are filled. We can’t offer it during the regular year as we don’t have the personnel to do so. We will also continue offering ISCI 2001 and 2002 in service to the Early Childhood Education program in the Fall and Spring terms. Dr. Harvey and I were disturbed by the minimal gains in scientific knowledge last Spring, and have added more exams and quizzes to the courses to make the students more accountable for learning. Unfortunately, we have also had to drop the lab science prerequisite at the request of the School of Education. Preliminary analysis of the results in Spring 2011 show that the students are still learning something in the class, although not as much as we’d like to see. Because we can’t offer more than one section of each ISCI class per year, a large number of students are taking the course elsewhere, costing GSW valuable revenue. The

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addition of new faculty in Geology (and in Biology) would allow us to offer more sections of this course and in addition add more core courses to our offerings.

c. We are proceeding with our new program assessment model, giving a knowledge “pretest” in all our required upper-level courses, followed by a “Capstone Assessment Exam” covering all aspects of geology during the student’s final semester at GSW. All tests will be kept on-file in the department and evaluated to see how well students retain core knowledge in the discipline. The format of the pre-test is being left to the discretion of the individual faculty members; Pre-tests have been given in all but three of the required classes at this point in time, and the Capstone Assessment was given to four of our seniors in the Senior Seminar Class this spring. Results are still being evaluated at this time. In addition, we will continue to evaluate Senior Theses and Field Methods Projects for all students in the program, and we will continue to fine-tune our course objectives and match them to our program outcomes.

d. Our department continues to work well with our sister departments in the sciences, mathematics and with the School of Education on scheduling conflicts and providing courses for SOE Early Childhood and Middle-Grades majors. The compression of the schedule into four-days per week combined with a lack of personnel in the sciences and mathematics has made this an almost impossible task, leading to students taking required cognate courses in science and mathematics at other institutions. This is not our choice, but a necessity in the current situation.

e. As of this summer, Dr. Svilen Kostov will be a tenured Associate Professor of Physics, and Dr. Peavy will be a full Professor in Geology.

2. Accomplishments of Faculty Staff in Teaching/Research:

a. Teaching – Our faculty in general excel at teaching, receiving an overall average of 1.65 on student opinionaires in the Fall Semester 2009, matching University-wide and A&S averages, and besting the average amongst the “hard” sciences (1.78 overall). As can be seen below, we all work to update our courses all the time, trying our best to adjust our teaching to this newer generation of students, using more technology both in- and outside the classroom. We also provide a large component of service courses to the rest of the University, with over 87% of the students we serve coming from outside our major, including Early Childhood and Middle Grades Education majors.

1) Burt Carter: Dr. Carter has done a good job of teaching as exemplified by his continued above average performance on both numerical scores and student comments. Dr. Carter has continued to improved and alter his web-based materials to aid in student learning. Dr. Carter taught Sedimentary Geology for the second time. The course went better the second time through, and we expect that it will get better as he explores the whole of the subject and pares it down to essentials over time. Dr. Carter ran a field trip in Fall, and supervised the Senior Project of Ryan Roney.

2) Svilen Kostov: Dr. Kostov continues his teaching of our introductory physics sequences, and has developed and introduced three new lab exercises for the lab part of these courses. Dr. Kostov continues to work on the improving the PHYS 1100 - Introduction to Engineering course. Dr. Kostov also taught an Honors seminar course on the Philosophy of Science, and taught the Stellar Astronomy course (PHYS 1222) in the summer.

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3) Samuel Peavy: Dr. Peavy taught GEOL 3511 – Structural Geology, ISCI 2001-2002 and several sections of GEOL 1121, along with Senior Seminar and Senior Thesis courses. Much improvement was seen in the Structural Geology class as this was his second time teaching the course. Adjustments to the ISCI courses, implemented over the past year appear to have improved student understanding of the material, along with providing more room for students in those courses. Updated the web pages for Introductory Geosciences I, and began a web pages for the ISCI courses. Dr. Peavy created new labs and lectures for Geology 1121, Structural Geology and ISCI 2001 and 2002. The Integrated Science courses will continue to be modified from year-to-year. The increased demand for the ISCI courses has forced us to modify the course design and content, adding more students to the class and reducing the hands-on content in order to admit more students to the class. Dr. Peavy also worked with Mathais Merid on a senior thesis project.

4) Tom Weiland: Dr. Weiland spent an extensive amount of time developing and delivering effective lecture and lab materials. This resulted in better student comprehension and very good student evaluations and comments even in the most challenging classes. Dr. Weiland also revised GIS (GEOL-4611) and Field Methods (GEOL-4931) courses rewriting several of the lectures, designing new labs and adding new field experiences. He is currently serving as advisor for Shaunna Morrison’s field and lab Senior Research Project on the clay mineralogy of local sedimentary deposits. Dr. Weiland developed and delivered new field-oriented international-studies course (Natural History of Costa Rica) to continue to increase the visibility of the Department and help recruit new majors. This course required extensive planning and organization where detailed field guides were written for each location.

b. Research – Our faculty accomplish a lot in the research area given a lack of institutional support and equipment for this activity. However, all are as active as they can be under the circumstances.

1) Burt Carter: Dr. Carter made a contribution to a paper (in preparation) on a geomorphological / sedimentological project on Jekyll Island with a student (Ryan Roney) and in collaboration with a colleague at West Georgia (Tim Chowns). The paper will eventually be submitted for publication in Southeastern Geology. Dr. Carter is currently working on a taxinomic manuscript on comparisons between Oligopygus haldemani and O. colsoni. In addition, Dr. Carter has worked with data from Ryan Roney's Senior Project to expand a phylogenic database and explore the coding of a character state in other species of echinoids.

2) Svilen Kostov: Dr. Kostov has published ‘The Gyroscope as an Intermediate Mechanics Lab’ on the AAPT Advanced Labs (compadre.org) website, with very strong ratings from registered users. Dr. Kostov has also published a featured article ‘“It Has to Go Down a Little, in Order to Go Around”-Revisiting Feynman on the Gyroscope’ in the April 2011 issue of The Physics Teacher (the only paper in this edition selected for java simulation addendum by Wolfgang Christian). Dr. Kostov is also proofreading manuscript of book on java physics simulations by Prof. Wolfgang Christian. Finally, Dr. Kostov presented ‘How is Precession of a

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Heavy Top Possible’ at the Fall 2010 meeting of the South Atlantic Section of the AAPT at Charleston College, Charleston, SC

3) Samuel Peavy: Dr. Peavy’s paper entitled “Crustal Structure and Seismicity of Virginia” with two co-authors for a Special Volume on the Geology of Virginia was accepted for publication but the exact publication date has still not been decided. After the success of his presentation in Baltimore last spring, Dr. Peavy has been invited to present a talk at a special session entitled “Exploring Subsurface Terranes and Buried Basins of Eastern and Central North America – Geology, Geophysics, and Geochronology” at the National GSA meeting in Minneapolis in October, 2011. Dr. Peavy also co-wrote (with Dr. Elizabeth Gurnack) a STEM II grant for ~$250,000 per year; unfortunately the grant was not funded. Dr. Peavy is still serving on the GCCI editorial review board in Physics, Geology, Astronomy, Earth Science and reviewing manuscripts for Scientific Journals International, and also reviewed an NSF proposal for the Division of Undergraduate Education (DUE) program and another proposal for the NSF Earthscope program.

4) Tom Weiland: Dr. Weiland spent a considerable amount of time upgrading the GIS software and labs to better utilize the newest techniques and spatial databases. Dr. Weiland also served on the DNR Adopt-A-Stream Advisory Board and worked on volunteer recognition, database development and teacher education projects, and became certified as a trainer for Biological, Chemical and Bacterial Stream Monitoring. Dr. Weiland maintained and operated our state-of-the-art X-Ray Diffraction equipment, allowing us to re-established contract work with Combustion Engineers / Mulcoa and to use the XRD instrument in student research projects.

3. Accomplishments of Students: Most of our recent graduates are either working in industry or in graduate school:

Name Graduation Year

Post-GSW Career

Blesi, E. 2007 Environmental Geology Colquitt, R. 2010 Currently not Geoscience Related Griffin, J. 2009 Environmental Geology Harris, M. 2010 *Moved to Oregon Hart, J. 2008 Environmental Geology Hughes, J. 2005 GA State Parks

Jarrett, M. 2005 MS, University of Georgia 2009; begin PhD, U. of South Florida, Fall 2009

Miller, J. 2006 MS, University of Georgia 2011 Minchew, D. 2008 Environmental Geology Morrison, S. 2011 PhD, University of Arizona Payne, B. 2005 Environmental Geology Peavy, T. 2005 MS, Auburn University; Environmental

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Geology Raines, D. 2003 Environmental Geology; PG 2009 Roney, R. 2011 MS, University of Tennessee Slater, S. 2005 Environmental Geology Smith, M. 2004 Environmental Geology; PG 2010 Vaughn, E. 2005 MS Geology, Colorado State University

*Currently Unknown

Two of our recent graduates have become passed their licensing exam to become a professional geologist (“PG”). In addition to their acceptance into graduate programs, our two most recent graduates (S. Morrison and R. Roney) also received our Outstanding Geology Graduate award, the first awarded since J. Miller in 2006.

TABLE 2 GRADUATION RATES FOR THE Geology Department It has been our experience that we get very few students enter GSW to become geology majors. Most become majors after becoming inspired to do so during an introductory geology course. And a few students transfer to GSW to become geology majors. This makes calculating graduation rates difficult if not impossible. We can, however, look at things this way: From 2001-2010 we had a total of 13 students declare as geology majors as freshmen. Of those, 9 were still majoring in Geology as of the Fall term of the following year. Since Fall 2006, 9 students have graduated with geology degrees, and 11 remain in the program.

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TABLE 3 Progress Toward STRATEGIC Goals, University and Department*

Goals: University Strategic

1. Cultivating Enrollment Growth 2. Cultivating Excellence in Undergraduate

Learning and Teaching 3. Cultivating Community Partnerships

Goals: Geology & Physics Departmental Strategic

4. Serve the overall Mission of the University by providing quality instruction for all students in the areas of Geology, Physics and Astronomy;

5. Provide required introductory, upper-level and graduate classes for students pursuing teacher certification through the GSW School of Education;

6. Instill in our Majors and Non-majors a fascination with and dedication to lifelong learning about the Earth by providing a thorough background in Earth materials, processes and history;

7. Integrate coursework training with up-to-date analytical techniques, field experiences and research projects throughout the program to provide our Majors with the experiential background needed for successful graduate education and careers in the natural and physical sciences;

8. Provide quality advisement and instruction in the fundamentals of physics for students in the Engineering Dual Degree Program; and

9. Provide additional service to the University, community, local schools and the public through various outreach programs.

Activity

1. Department sent out information on our Geology and Dual-Degree programs to recruit new majors.

2. Department continually works at the quality of our undergraduate course experiences, seeking to improve them continuously.

3. Dr. Weiland and his work with Mulcoa, Dr. Peavy with Albany Power and Light.

4. Continued quality teaching in all areas.

5. Providing ISCI courses for Early Childhood majors, upper-level courses for both geology and Middle-Grades education majors, physics and introductory geology and astronomy courses for many disciplines,

6. Teaching upper-level geology classes, contacts with graduate schools and industry.

7. Teaching upper-level geology classes, contacts with graduate schools and industry.

8. Advising many students in the program, even if ~50% will not remain in the program after one year. Only ~10% will continue to Georgia Tech.

9. Our professors are involved in many University-wide and community outreach programs.

Status

1. On-going

2. On-going

3. On-going

4. on-going

5. on-going

6. on-going

7. on-going

8. on-going

9. on-going

Evidence

1. Recent increase in entering freshmen and transfers majoring in Geology

2. Teaching Evaluations, Comments

3. Dr. Weiland has been a consultant for years; Dr. Peavy will continue to work with AP&L.

4. Teaching evaluations, comments

5. See semesterly schedules

6. Majority of graduates working in-field or are in graduate programs.

7. Majority of graduates working in-field or are in graduate programs.

8. Many declared duel-degree majors are deficient mathematically when they arrive at GSW; only a small percent will go on to GT.

9. Dr. Weiland serves on the GSW Foundation and Georgia Adopt-A-Stream Advisory board; Dr. Peavy is Vice President of the local Kiwanis Club and serves on the Graduation Committee.

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*I’m really not sure exactly what you desire here, but I did my best. TABLE 4 SUMMARY OF FACULTY ACCOMPLISHMENTS Geology & Physics Department (ALREADY DISCUSSED IN TABLE 1 ABOVE) TABLE 5 USE OF INSTITUTIONAL DATA FOR CHANGE*

1. ACTION TAKEN TO IMPROVE EFFECTIVENESS:

INFORMATION SOURCE SUPPORTING THE NEED FOR THE ACTION:

(*We are unsure what you wish to see here.)

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SCHOOL/COLLEGE/UNIT: TABLE 6 Example of an Improvement (student learning and unit effectiveness) 1. Describe one significant change made in your unit during the year to improve student learning

and to enhance unit effectiveness. The change in learning may be related to courses required, content, methods, student achievement, student satisfaction, out-of-class activities, or any other change aimed at improving student learning. The improvement in unit effectiveness may be related to organizational change, procedural changes, etc.

Although our program might be considered highly successful given the numbers of our graduates currently in graduate programs and/or employed in discipline (15/17 students listed; see Table 1, Section 3), we endeavored to improve our student’s retention of knowledge within our discipline (Our Learning Outcome: #8 - Student demonstrates knowledge of Earth Science topics) through the development of a departmental Capstone Assessment Exam based upon on knowledge acquired in our required upper-level major courses for the program (GEOL 3111 Environmental Geology, GEOL 3121 Mineralogy, GEOL 3211 Invertebrate Paleobiology, GEOL 3511 Structural Geology, GEOL 4421 Sedimentary Geology, GEOL 4711 Igneous & Metamorphic Petrology, and GEOL 4931 Field Methods). These courses will soon all have Pre-Tests associated with them; by comparing these Pre-Tests to Capstone Assessment results, we can measure our effectiveness in these critical courses. This assessment was deemed necessary to measure this program outcome as there were no good discipline-specific measures available.

2. What information prompted the department to make the change described above? Describe

the data source (student, faculty, employer, etc.) and type (survey, interview, report, etc.) of data.

We are undertaking this as part of a revision of our overall program assessment process. We have also altered some course content in response to alumni survey data. The overall goal is to improve knowledge retention so that our students might be even more successful in the job market or graduate programs.

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SCHOOL/COLLEGE/UNIT: TABLE 7 NEW DEGREE PROGRAMS, ADMINISTRATIVE UNITS, PROGRAM CHANGES

List New Degree or Certificate Programs Added Unit Program Title (Not Applicable) ------------------------------------------------------------ List Programs Deleted or Merged Unit Program Title (Not Applicable) ------------------------------------------------------------ List New Institutes, Centers or Divisions Approved by the Board (Not Applicable) ------------------------------------------------------------ List Special Activities in Teaching, Scholarship, and Service Dr. Kostov has published some papers this year and Dr. Peavy has had one accepted for publication. Dr. Weiland is leading a Geology Club Field Trip to the Pacific Northwest this May. Dr. Weiland also serves on the state-wide Adopt-A-Stream board, and Dr. Peavy is the Vice President of the Americus Kiwanis Club. Dr. Carter and Dr. Peavy are doing Boy Scout Merit Badge Camps this summer. ------------------------------------------------------------ List Major Program Reviews and Accreditation Outcomes (Not Applicable) ------------------------------------------------------------ List Important Activities Intended to Enhance Minority Recruitment and Retention (Not Applicable)

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TABLE 8 SUGGESTED IMPROVEMENTS This document would seem to be an inappropriate vehicle for reporting on the status of individual departments. Much of the document is focused on things that are not integral to our function as an academic department (see Tables 5 & 7, for example. In particular, we don’t have any space to discuss departmental resources (faculty numbers, physical or fiscal), nor do we have any place to discuss our service commitment – in course offerings, nor university-wide and community-wide service to our fellow faculty, our students, nor the citizens of Americus and Sumter County (with the exception of a limited space within Table 7). Academic departments are the engine that makes a University function. And although we understand that even if we place all the information we want in this report that 99% of it will not make it into our Dean’s report to the Administration, at least it would offer us the ability to point out the things that we feel we are doing well, and also to at least be heard regarding things that are not going well. Most faculty do a lot for very little compensation; at least give us the opportunity to point out ways to improve what we do for our students and the rest of the University.

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Appendix D: Geology and Physics Department Annual Reports, 2007-2013 (cont.)

Georgia Southwestern State University FY2012 Annual Report Approved October 2011

SCHOOL/COLLEGE/UNIT: Arts & Sciences / Geology & Physics

FOLLOWING IS THE ANNUAL REPORT FORMAT FOR USE BY ALL ACADEMIC & ADMINISTRATIVE UNITS.

Table of Contents ....................................................................................................................... Page Section 1-State of the Organizational Unit ......................................................................................2 Section 2-Progress Toward Strategic Goals ....................................................................................7 Section 3-Annual Assessment Summary .........................................................................................8 Section 4-Highlights of Faculty/Staff Activities ............................................................................11 Section 5- New Degree Programs, Administrative Units, Program or Unit Changes ..................11 Appendix A – Student Evaluation Numbers …………………………………………………..…12 Due Date: One paper copy and an electronic copy of this report are to be submitted to the Office of Institutional Effectiveness and Planning by October 19, 2012.

SEPTEMBER 2011

Georgia Southwestern State University Americus, Georgia 31709

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SCHOOL/COLLEGE/UNIT: ARTS & SCIENCES / GEOLOGY & PHYSICS SECTION 1 STATE OF THE Geology & Physics Department In general, our department is doing well given limited faculty and resources. We are providing a large component of service courses to the University in geology, physics and integrated sciences (for Early Childhood Education), with over 80% of our students from outside our programs. We could do a lot better with a) an additional faculty member in Geology so that we can provide more courses both in and out of our program, b) an additional faculty member in Physics so that we can enhance our Dual-Degree program and provide additional service courses, and c) better access to our budget and clarity in the addition of student lab fees so that we can actually do a better job of tracking/assessing our needs as the year goes on.

4. General Accomplishments of the Unit: a. As of this morning, we now have 10 Geology majors; we started last spring with 11,

and we had another student visiting campus interested in our major. We had two new transfer students in Fall 2011 and one new freshman and one transfer came into our program in the Fall 2012. Our success is helped by continued support from Admissions and a concerted team effort, with all of us using the GEOL 1121 course to identify and recruit students interested in the program. Our recent graduates have been highly successful, with three out of four students currently pursuing graduate degrees at UGA, Tennessee and Arizona, and the fourth currently applying for graduate school after a year working as a geologist in Oklahoma. The combination of well-taught introductory courses, a strong emphasis on field work and the success of recent graduates have aided in our recruitment efforts. In addition, in January 2012 I sent information on our programs to science directors at most public and private high schools within 100 miles of GSW, and all science magnet schools in the state, and to science department chairs at most of the two-year schools in the state. Our active recruiting efforts are helping us to maintain our numbers and hopefully increase enrollment in the near future. In addition, once again we have large enrollments in our Dual Degree program, with 32 students in PHYS 1100 – Introduction to Engineering. An additional Physics faculty would allow us to offer more courses for our engineering majors, including the more advanced classes required to maintain a RETP (Regents Engineering Transfer Program) and more general education classes (see “b” below).

b. The upper-level course sequences in Geology will be maintained in upcoming years. Unfortunately, limits in personnel will not allow us to offer more than one section of GEOL 1122 and 2 to 3 sections of GEOL 1121 each term. We offered a single section of on-line Astronomy this summer that filled easily, however our attempt to offer GEOL 1121 failed to attract enough students and therefore cancelled the course. We can’t offer Astronomy courses during the regular year as we don’t have the personnel to do so. An additional Physics faculty would allow us to offer these important 3-credit Area D courses on a more consistent basis, along with RETP courses and even ISCI 2002. We will also continue offering ISCI 2001 and 2002 in service to the Early

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Childhood Education program in the Fall and Spring terms. Ms. Lynn Larson of the School of Education taught a section of ISCI 2001 as a hybrid May-June term, attracting a total of 9 students. Dr. Harvey and I continue to try and improve the overall scientific knowledge of the Early Childhood majors in those courses, trying different things to make the students more accountable for learning. Since we’ve dropped the lab science requirement for ISCI 2001/2002, more freshmen are able to take the course. This may be both good and bad; analysis of the results for the last academic year show that the students are still learning something in the class, although not as much as we’d like to see. Because we can’t offer more than one section of each ISCI class per year, a large number of students are taking the course elsewhere, costing GSW valuable revenue. Dr. Watford and I are currently looking into the exact number of students that complete these courses as transient students. An additional reason for needing to teach more sections of ISCI is the success rate on the science portion of the GACE II exam: so far, students that have completed both courses at GSW have a 100% pass rate. This is truly remarkable and points to the quality of our instruction in this area. The addition of new faculty in Geology (and in Biology) would allow us to offer more sections of this course and in addition add more core courses to our offerings.

c. We are proceeding with our new program assessment model, giving a knowledge “pretest” in all our required upper-level courses, followed by a “Capstone Assessment Exam” covering all aspects of geology during the student’s final semester at GSW. All tests will be kept on-file in the department and evaluated to see how well students retain core knowledge in the discipline. The format of the pre-test is being left to the discretion of the individual faculty members; Pre-tests have been given in all of the required classes at this point in time, and the Capstone Assessment was given to a total of six of our seniors in the Senior Seminar classes in the past couple of years. Evaluation of the results shows that while students are showing an overall improvement in their knowledge, their actual retention of all geologic knowledge isnot as good as we would like. We will also continue to evaluate Senior Theses and Field Methods Projects for all students in the program, and we will continue to fine-tune our course objectives and match them to our program outcomes. As to our latest Action Plan (increasing writing skills in our students), we have decided as a department to provide more writing assignments in targeted upper-level courses. These assignments will feature multiple drafts, allowing for the maximum feedback to our students that should improve their technical writing skills – critical for their futures as geologists.

d. Our department continues to work well with our sister departments in the sciences, mathematics and with the School of Education on preventing scheduling conflicts and providing courses for SOE Early Childhood and Middle-Grades majors. The compression of the schedule into four-days per week combined with a lack of personnel in the sciences and mathematics has made this an almost impossible task, leading to students taking required cognate courses in science and mathematics at other institutions. This is not our choice, but a necessity in the current situation.

5. Accomplishments of Faculty Staff in Teaching/Research/Service:

a. Teaching – Our faculty in general excel at teaching, receiving an overall average of 1.60 on student opinionaires in the past three semesters (Spring 2011, Fall 2011 and Spring 2012), exceeding University-wide (1.64) and A&S (1.62), averages,

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and besting the average amongst the “hard” sciences (1.73 overall). (Note: See Appendix A for a summary of the data used to derive these numbers). As can be seen below, we all work to update our courses all the time, trying our best to adjust our teaching to this newer generation of students, using more technology both in- and outside the classroom. We also provide a large component of service courses to the rest of the University, with over 88% of the students we serve coming from outside our major, including Early Childhood and Middle Grades Education majors.

1) Burt Carter: Dr. Carter has done a good job of teaching as exemplified by his continued above average performance on both numerical scores and student comments. Dr. Carter has continued to improve and alter his web-based materials to aid in student learning. Dr. Carter is currently teaching Sedimentary Geology for the third time. Dr. Carter ran several field trips for his upper-level classes, and supervised the Senior Project of Ryan Roney. He is currently the primary advisor for Kleesbatner Loembet.

2) Svilen Kostov: Dr. Kostov is constantly revising and improving lectures, recitation material and teaching strategies for his physics courses. He continued to develop new labs, introducing several new lab experiments. Overall, his teaching is very good given his difficult subject matter. He has also developed and continues to work on an on-line version of Stellar Astronomy, which he offered for the second time in Summer 2012.

3) Samuel Peavy: In Spring 2011, Dr. Peavy taught GEOL 4811 – Introduction to Geophysics (with lab), GEOL 4911 – Senior Seminar, and ISCI 2002 – Physical Science for Teachers. All three courses went fine, with much improvement being seen in the geophysics class. A field trip to an Albany Water, Gas and Light facility proved the viability of electrical resistivity methods in detecting sinkholes, as our results matched those of a graduate student from UGA using near-surface seismic methods. He made some changes to the ISCI courses based upon the apparent lack of learning by the students and will hopefully have better results. Senior Seminar incorporated the Capstone Assessment for the first time, in which all of our students showed satisfactory retention of geologic knowledge from their career at GSW. In Fall 2011, Dr. Peavy one section of GEOL 1121, GEOL 3111 – Environmental Geology, and the second half of ISCI 2001 (Earth and Life Science for Teachers; with Dr. Stephanie Harvey). Dr. Peavy continued to update the web pages for all of his courses, and we now incorporates more tools from Georgia View for ISCI 2001, including quizzes and other information. New labs and lectures were created for all taught courses (Geology 1121, Geophysics, Environmental Geology and ISCI 2001 and 2002). He continues to use “clickers” in GEOL 1121 and both ISCI classes. Student comments are positive about their use in the classroom, as they seem to enjoy the interactivity they provide. Dr. Peavy was the thesis advisor for Ryan Jubran, and will be working with Courtney Johnson this year.

4) Tom Weiland: Dr. Weiland spent an extensive amount of time developing and delivering effective lecture and lab materials. This resulted in better student comprehension and very good student evaluations and comments even in the most challenging classes. Review sessions, detailed study guides and extensive

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ancillary materials were provided for every class. These materials in combination with an open-door office policy that many students utilize resulted in a high student success rate even in the most challenging classes. His student evaluations are always better than the University average. He revised Mineralogy (GEOL-3121) and Igneous-Metamorphic Petrology (GEOL-4711) courses rewriting several of the lectures, designing and adding new field and lab experiences. He helped develop and team-teach the international-studies course (UNIV-4000). This course required extensive fund raising, planning and organization. He also completely revised all his GIS labs to match the latest version of Arc-Info, the industry standard in GIS software. Because of his dedication our students gain valuable practical experience that they can use on the job or in graduate school. He advised Shaunna Morrison in her Senior Thesis research, and is currently advising Scott Reyher.

b. Research – Our faculty accomplish a lot in the research area given a lack of institutional support and equipment for this activity. However, all are as active as they can be under the circumstances.

1) Burt Carter: In the past year, Dr. Carter has 1) Finished and submitted a paper on O. colsoni; 2) continues to work on research and papers about evolutionary transitions between O. haldemani and O. wetherbyi; 3) received a Faculty Instructional Grant for a photomicroscope for class and student research use; 4) created a database on coastal conditions from Chesapeake Bay to central Florida to study coastal processes; and continues to work with Tim Chowns on a paper about coastal processes on Jekyll Island.

2) Svilen Kostov: Dr. Kostov reviewed a manuscript for a chapter in a book on computational physics and is currently working on a paper about astronomer Fred Zwicky. In addition, he is currently editing a manuscript for a book on international multilateral diplomacy.

3) Samuel Peavy: Dr. Peavy is collaborating with Dr. Donna Shillinton of the Lamont-Doherty Earth Observatory on a large-scale crustal investigation in southern Georgia. The project will take place over the next two years and GSW will be a prime location for Phase I of the project, acting as a logistical center and giving our students an opportunity to work on a “big science” project. Dr. Peavy’s paper entitled “Crustal Structure and Seismicity of Virginia” with two co-authors for a Special Volume on the Geology of Virginia was accepted for publication but the exact publication date has still not been decided. The editor (Dr. Chuck Bailey) has found a publisher for the volume but some critical materials are still missing from other papers. The latest information was maybe Fall 2012. Dr. Peavy continues to work on the tectonic history of this region using analysis of gravity and magnetic data. The programs and methods seem to be leading to a possible inversion method and he will continue to work on that aspect of it as time permits. The goal is publication, but he would be happy with the opportunity to present at a major conference within the next couple of years. He is also working on a collaborative effort to rewrite the text “Basic Exploration Geophysics” with the authors (Cahit Coruh and Ed Robinson, former advisors at Virginia Tech). Dr. Peavy is still serving on the GCCI editorial review board in Physics, Geology, Astronomy, Earth Science and reviewing manuscripts for

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Scientific Journals International, and reviewed an NSF proposal for the Division of Undergraduate Education (DUE) program and another proposal for the NSF Earthscope program.

4) Tom Weiland: Dr. Weiland helped design, implement and supervise a cooperative grant project (~$10,000) with National Park Service at Andersonville. He also spent a considerable amount of time upgrading the GIS software and labs to better utilize the newest techniques and spatial databases. Tom served on the DNR Adopt-A-Stream Advisory Board and worked on volunteer recognition, database development and teacher education projects. He was recertified as a trainer for Biological, Chemical and Bacterial Stream Monitoring. He completed a significant amount of contract work with Combustion Engineers with most proceeds going towards University projects and equipment. He also served on the Georgia Science Education Advisory Committee (SEAC) and helped review the new science standards.

c. Service – Our faculty does a great deal of community and university-related

service. 1) Burt Carter: Dr. Carter has served the University in the past year in several

capacities, including chairing the committee responsible for writing the compliance statement on intellectual property for SACS, chairing the Faculty Affairs committee and serving on Faculty Senate. He also continues to be a consultant to others in the university and across the region on fossils and paleontology.

2) Svilen Kostov: Dr. Kostov's major contribution service-wise is his advisement of 40+ Dual Degree students, including transcript evaluation for graduating students in order that they may receive their second degree from GSW. He works closely with the various schools and departments at Georgia Tech to make our current program and our recent RETP agreement work for all concerned. He has also provided an opportunity for our pre-engineering students to travel to Georgia Tech for a visit. Dr. Kostov also helps to organize observing sessions for the general public at the Agerton Observatory.

3) Samuel Peavy: Dr. Peavy continues to serve as Department Chair for the Geology and Physics department. He is working on an upcoming field trip to North Carolina, Virginia, West Virginia and Maryland for our majors. He is also the advisor for the Geology Club and Assistant Advisor for Gamma Beta Phi Honor Society. Dr. Peavy works with Dr. Svilen Kostov on the Agerton observatory public open houses. Dr. Peavy also serves on the Scholarship and Financial Aid committee, the University Promotion and Tenure Committee and Graduation Committee. He also taught a Boy Scout Merit Badge camp in Astronomy in the summer of 2011 to 15 enthusiastic boys. However, his greatest accomplishment over the past year is serving as President of the Kiwanis Club of Americus. An active member since October 2003, he is also on the Board of Directors.

4) Tom Weiland: Dr. Weiland led a two-day Club field trip to a mineral show in north Georgia and caving expedition in Tennessee. He helped design and serve as supervisor for a mining project that employed three student interns throughout the academic year. He maintained Departmental research and instructional equipment and software in the GIS, XRD, Sample Preparation, Optical

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Mineralogy and Mineralogy Labs. He also served as chair for the Student Affairs Committee and active member of the Faculty Senate, Math and Computer Science Tenure and Promotion Committee and Georgia Southwestern Foundation.

6. Accomplishments of Students: Most of our recent graduates are either working in industry or in graduate school:

Name Graduation Year

Post-GSW Career

Blesi, E. 2007 Environmental Geology Colquitt, R. 2010 Geologist with Mulcoa Griffin, J. 2009 Geologist with Mulcoa Harris, M. 2010 *Moved to Oregon Hart, J. 2008 Unknown Hughes, J. 2005 GA State Parks

Jarrett, M. 2005 MS, University of Georgia 2009; begin PhD, U. of South Florida, Fall 2009

Jubran, R. 2012 MS, University of Georgia Miller, J. 2006 MS, University of Georgia 2011 Minchew, D. 2008 Environmental Geology Morrison, S. 2011 PhD, University of Arizona Payne, B. 2005 Environmental Geology Mitchell (Peavy), T.

2005 MS, Auburn University; Supervisory Geologist at Mulcoa

Raines, D. 2003 Environmental Geology; PG 2009 Roney, R. 2011 MS, University of Tennessee Slater, S. 2005 Environmental Geology Smith, M. 2004 Environmental Geology; PG 2010

Vaughn, E. 2005 MS Geology, Colorado State University 2009; Exploration Geologist, Eastern U.S.

*Currently Unknown

Two of our recent graduates have become passed their licensing exam to become a professional geologist (“PG”). Our most recent graduate, Ryan Jubran, is studying Geophysics at UGA with Dr. Rob Hawman.

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SECTION 2 PROGRESS TOWARD STRATEGIC GOALS

The following table presents a summary of on-going progress towards University and Departmental goals.

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Goals: University Strategic

4. Cultivating Enrollment Growth 5. Cultivating Excellence in Undergraduate

Learning and Teaching 6. Cultivating Community Partnerships

Goals: Geology & Physics Departmental Strategic

4. Serve the overall Mission of the University by providing quality instruction for all students in the areas of Geology, Physics and Astronomy;

5. Provide required introductory, upper-level and graduate classes for students pursuing teacher certification through the GSW School of Education;

6. Instill in our Majors and Non-majors a fascination with and dedication to lifelong learning about the Earth by providing a thorough background in Earth materials, processes and history;

7. Integrate coursework training with up-to-date analytical techniques, field experiences and research projects throughout the program to provide our Majors with the experiential background needed for successful graduate education and careers in the natural and physical sciences;

8. Provide quality advisement and instruction in the fundamentals of physics for students in the Engineering Dual Degree Program; and

9. Provide additional service to the University, community, local schools and the public through various outreach programs.

Activity

10. Department sent out information on our Geology and Dual-Degree programs to recruit new majors.

11. Department continually works at the quality of our undergraduate course experiences, seeking to improve them continuously.

12. Dr. Weiland and his work with Mulcoa and the Parks Service, Dr. Peavy with Albany Power and Light.

13. Continued quality teaching in all areas.

14. Providing ISCI courses for Early Childhood majors, upper-level courses for both geology and Middle-Grades education majors, physics and introductory geology and astronomy courses for many disciplines,

15. Teaching upper-level geology classes, contacts with graduate schools and industry.

16. Teaching upper-level geology classes, contacts with graduate schools and industry.

17. Advising many students in the program, even if ~50% will not remain in the program after one year. Only ~10% will continue to Georgia Tech.

18. Our professors are involved in many University-wide and community outreach programs.

Status

1. On-going

2. On-going

3. On-going

4. on-going

5. on-going

6. on-going

7. on-going

8. on-going

9. on-going

Evidence

1. Recent increase in entering freshmen and transfers majoring in Geology

2. Teaching Evaluations, Comments

3. Dr. Weiland has been a consultant for years; Dr. Peavy will continue to work with AP&L.

4. Teaching evaluations, comments

5. See semesterly schedules

6. Majority of graduates working in-field or are in graduate programs.

7. Majority of graduates working in-field or are in graduate programs.

8. Many declared duel-degree majors are deficient mathematically when they arrive at GSW; only a small percent will go on to GT.

9. Dr. Weiland serves on the GSW Foundation and Georgia Adopt-A-Stream Advisory board; Dr. Peavy was President of the local Kiwanis Club and serves on the Graduation Committee.

Section 3 Annual Assessment Summary

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Part One: Summary and Analysis of Assessment Results

The following table gives the results of our measurements of PLO (Program Learning Outcomes) for the Geology Program. Expectations were to score an average of 3 or better on the Thesis and Field Methods evaluations, and to show a significant improvement on between pretests given at the beginning of a course, and the Capstone Assessment Exam (CAE), given during their senior year. The following table shows the results of data collected to this point.

Table1: Geology Program Learning Outcomes Measures and Results

Program Learning Outcomes Outcome Measures

Number Assessed

Average Score (1-5) or Percent Improved (SLO#8)

Did Not Meet

MetExceeded

SLO #1: Student demonstrates the ability to collect geological information from texts, journals, maps, samples, etc.

Measure 1a: Evaluation of Senior Thesis

7 (2007-2012) 3.89* 0 3 3

Measure 1b: Evaluation of Field Methods Project Report

10 (2009-2012) 4 4 2

SLO #2: Student demonstrates the ability to synthesize geological information from texts, journals, maps, samples, etc.

Measure 2a: Evaluation of Senior Thesis

7 (2007-2012) 3.89* 0 3 3

Measure 2b: Evaluation of Field Methods Project Report

10 (2009-2012) 4 4 2

SLO #3: Student demonstrates the ability to evaluate geological information from texts, journals, maps, samples, etc.

Measure 3a: Evaluation of Senior Thesis

7 (2007-2012) 3.89* 0 3 3

Measure 3b: Evaluation of Field Methods Project Report

10 (2009-2011) 4 6 0

SLO #4: Student demonstrates the ability to collect field or analytical

Measure 4a: Evaluation of

7 (2007-2011) 4.35 0 0 6

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data Senior Thesis

Measure 4b: Evaluation of Field Methods Project Report

10 (2009-2011) 2 5 3

SLO #5: Student demonstrates the ability to analyze field or analytical data

Measure 5a: Evaluation of Senior Thesis

7 (2007-2011) 3.95 0 2 4

Measure 5b: Evaluation of Field Methods Project Report

10 (2009-2011) 4 5 1

SLO #6: Student demonstrates the ability to interpret field or analytical data

Measure 6a: Evaluation of Senior Thesis

7 (2007-2011) 3.95 0 2 4

Measure 6b: Evaluation of Field Methods Project Report

10 (2009-2011) 7 1 2

SLO #7: Student demonstrates the ability to present field and analytical data and interpretations in a logical and proficient manner

Measure 7a: Evaluation of Senior Thesis

7 (2007-2011) 4.00 0 3 3

Measure 7b: Evaluation of Field Methods Project Report

10 (2009-2011) 6 4 0

Measure 7c: Presentation of Senior Research

4 (Spring 2011) 0 3**

SLO #8: Student demonstrates knowledge of Earth Science topics

Measure 8: Evaluation of subject Pre-tests and Capstone Assessment Exams

4 graduates

Average Pre-Test = 26.3%

Average CAE per subject = 51%

0 4

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+96%

SLO #9: Student will pursue an Earth Science-related career or graduate work post-graduation.

Measure 9a: Senior Exit Survey

9 (2003-2012) 5.0 0 0 9

Measure 9b: Alumni Survey

In Progress

*This is currently a single item on the Senior Thesis evaluation form. **Based on direct observation of presentation. Need to develop evaluation form.

Notes on the results:

1) All Senior Theses evaluated met or exceeded expectations. This was not the case for the Field Methods reports. Evaluations of Senior Theses and Field Methods Reports are done by all geology faculty, with multiple SLOs being rated. Data from the evaluation forms are compiled by the chair. An average score of 3.0 or higher is necessary to meet expectations, and an average score of 4.0 is necessary to exceed expectations. Overall, all students that submitted Senior Theses met or exceeded our expectations in all areas. However, there appear to be some issues with the Field Methods Reports. Students would appear to not have spent sufficient time after the field experience to properly evaluate their data and make a reasonable presentation of their findings, and this affects the results for not only SLO 7, but all the SLO that use the Field Methods reports as an evaluation tool. In order to address the lack of effort and to improve our students writing and presentation skills, we propose the inclusion of a minimum of three semester-long writing projects where students present the results of an analysis of field and/or analytical (laboratory, paleontological, etc.) data. There would be multiple opportunities within projects for evaluating the progress of the student throughout the semester, and this process would ultimately lead to graduates that were better able to express their scientific results.

2) All students that have submitted Senior Exit Surveys thought the program was Excellent (5.0).

3) CAE results showed an overall improvement, but individual scores should be higher. The main point of giving a pretest along with the CAE was to see if our students were learning new information in and retaining knowledge in our classes. The results show that this is indeed the case, as the average score per student increased significantly (the scores nearly doubled) in the courses wherein we had pretest information. The students that take the CAE in the future will have had all the pretests, so we can make a more complete evaluation of their knowledge retention for all of our required classes. But before changes can be made to classes or the program, more than four data points are necessary.

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Part Two: Action Plans

Current Action Plan

The new Action Plan will be implemented over the next couple of years. We are proposing at least three writing assignments in upper-level classes that include analysis and presentation of field and/or analytical data. These assignments would extend over most of the term and provide multiple opportunities for feedback, thus allowing the students to more fully develop their capability to present field or analytical data. These assignments would augment the Field Methods report as a measure of SLO 1-7.

Previous Action Plans

The initial action plan was successfully concluded with the completion of a Capstone Assessment Exam. The exam is divided into three parts – Paleontology and Sedimentary Geology (Carter), Environmental and Structural Geology (Peavy), and Mineralogy, Igneous & Metamorphic Petrology and Field Methods (Weiland). This allows each of us to individually evaluate the sections pertaining to the courses we teach. The results of the first administration of the CAE show an improvement from an average for all students of 26.3% for the pretests to 51.0% average on the relevant parts of the CAE, a +96% increase in score. We will continue to give this exam to all students participating in our Senior Seminar course, and we will also finish the process of giving pretests in all of our required upper-level courses. The CAE and pretests will be evaluated and altered as necessary to reflect changes to course content and expectations. SECTION 4 SUMMARY OF FACULTY-STAFF ACCOMPLISHMENTS (ALREADY DISCUSSED IN SECTION 1 ABOVE) SECTION 5 NEW DEGREE PROGRAMS, ADMINISTRATIVE UNITS, PROGRAM or UNIT CHANGES We have no new programs, units, etc. to report. However, I would like to emphasize that we are sending materials out to 1) science directors at most public and private high schools within 100 miles of GSW, and all science magnet schools in the state, and 2) to science department chairs at most of the two-year schools in the state. In addition, Dr. Weiland’s work with Adopt-a-Stream and our status as a training facility has allowed him to interact with high school students at training events – especially potential future geology majors.

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Appendix A Results of GSW Teaching evaluations The following table summarizes the Spring 2011, Fall 2011 and Spring 2012 Student Teaching Evaluations for both our department, the Sciences, Arts and Sciences and the University. For each, a weighted average value overall was calculated using the number of respondents and the overall averages for each term.

Department / School

Spring 2011 (value /

number)

Fall 2011 (value /

number)

Spring 2012 (value /

number)

Overall Weighted Average / Total

number of responses

Geology & Physics 1.54 / 137 1.54 / 150 1.71 / 142 1.60 / 429

Chemistry 2.08 / 147 1.79 / 179 1.71 / 138 1.86 / 464

Biology 1.66 / 258 1.78 / 269 1.71 / 290 1.72 / 817

Overall Sciences 1.74 / 542 1.72 / 598 1.71 / 570 1.73 / 1710

English 1.82 / 578 1.73 / 567 1.82 / 578 1.82 / 578

Art 1.68 / 141 1.56 / 126 1.68 / 141 1.68 / 141

Music 1.19 / 225 1.22 / 214 1.19 / 225 1.19 / 225

Theater 1.95 / 139 1.99 / 139 1.95 / 139 1.95 / 139

History 1.71 / 421 1.62 / 455 1.71 / 421 1.71 / 421

Political Science 1.54 / 224 1.65 / 185 1.54 / 224 1.54 / 224

Psychology 1.40 / 475 1.58 / 527 1.40 / 475 1.40 / 475

Sociology 1.54 / 300 1.66 / 253 1.54 / 300 1.54 / 300

All Arts and Sciences

1.63 / 3045 1.65 / 3064 1.59 / 2608 1.62 / 8717

University Wide 1.64 / 5839 1.65 / 6777 1.63 / 5274 1.64 / 17890

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Appendix D: Geology and Physics Department Annual Reports, 2007-2013 (cont.)

Georgia Southwestern State University FY2013 Annual Report

UNIT: Arts & Sciences / Geology & Physics

GSW ANNUAL REPORT 2012-13

Table of Contents ....................................................................................................................... Page Section 1-State of the Organizational Unit ......................................................................................2 Section 2-Progress Toward Strategic Goals ....................................................................................7 Section 3-Annual Assessment Summary .........................................................................................8 Section 4-Highlights of Faculty/Staff Activities ............................................................................11 Section 5- New Degree Programs, Administrative Units, Program or Unit Changes ..................11

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UNIT: ARTS & SCIENCES / GEOLOGY & PHYSICS SECTION 1 STATE OF THE Geology & Physics Department In general, our department is doing well given limited faculty and resources. We are providing a large component of service courses to the University in geology, physics and integrated sciences (for Early Childhood Education), with over 75% of our students from outside our programs. We could do a lot better with a) an additional faculty member in Geology so that we can provide more courses both in and out of our program, b) an additional faculty member in Physics so that we can enhance our Dual-Degree / RETP programs and provide additional service courses, and c) clarity and communication with our faculty in all areas. Morale across our campus suffers from a lack of communication and the unwillingness of the administration to work with us on salary equity and compression issues. This points to the major issue, which is a lack of effective leadership.

7. General Accomplishments of the Unit: a. As of this morning, we now have 11 Geology majors; we started last spring with 10.

We had five new transfer students this summer. Our success is helped by continued support from Admissions and a concerted team effort, with all of us using the GEOL 1121 course to identify and recruit students interested in the program. Our recent graduates have been highly successful, with three out of four students currently pursuing graduate degrees at UGA, Tennessee and Arizona, and the fourth currently applying for graduate school after a year working as a geologist in Oklahoma. The students at Tennessee and Arizona will be starting PhD programs in Fall 2013, with one of them (Shaunna Morrison) recently receiving an NSF Fellowship to pursue her PhD research. We feel that the combination of well-taught introductory courses, a strong emphasis on field work and the success of recent graduates have aided in our recruitment efforts. Our active recruiting efforts are helping us to maintain our numbers and hopefully increase enrollment in the future. In addition, once again we have large enrollments in our Dual Degree program, with 32 students in PHYS 1100 – Introduction to Engineering. An additional Physics faculty would allow us to offer more courses for our engineering majors, including the more advanced classes required to maintain a RETP (Regents Engineering Transfer Program) and more general education classes (see “b” below).

b. The upper-level course sequences in Geology will be maintained in upcoming years. Unfortunately, limits in personnel will not allow us to offer more than one section of GEOL 1122 and 2 to 3 sections of GEOL 1121 each term. We offered two sections of Astronomy in Summer 2013 with a good total of students. We can’t offer Astronomy courses during the regular year as we don’t have the personnel to do so. An additional Physics faculty would allow us to offer these important 3-credit Area D courses on a more consistent basis, along with RETP courses and even ISCI 2002. We

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will also continue offering ISCI 2001 and 2002 in service to the Early Childhood Education program in the Fall and Spring terms. Dr. Harvey and I continue to try and improve the overall scientific knowledge of the Early Childhood majors in those courses. Since we’ve dropped the lab science requirement for ISCI 2001/2002, more freshmen are able to take the course. This may be both good and bad; analysis of the results for the last academic year show that the students are still learning something in the class, although not as much as we’d like to see. Because we can’t offer more than one section of each ISCI class per year, a large number of students are taking the course elsewhere, costing GSW valuable revenue. An additional reason for needing to teach more sections of ISCI is the success rate on the science portion of the GACE II exam: so far, students that have completed both courses at GSW have a 100% pass rate. This is truly remarkable and points to the quality of our instruction in this area. The addition of new faculty in Geology would allow us to offer more sections of this course and in addition add more core courses to our offerings.

c. We are proceeding with our new program assessment model, giving a knowledge “pretest” in all our required upper-level courses, followed by a “Capstone Assessment Exam” covering all aspects of geology during the student’s final semester at GSW. All tests will be kept on-file in the department and evaluated to see how well students retain core knowledge in the discipline. The format of the pre-test is being left to the discretion of the individual faculty members; Pre-tests have been given in all of the required classes at this point in time, and the Capstone Assessment was given to a total of eight of our seniors in the Senior Seminar classes in the past three years. Evaluation of the results shows that while students are showing an overall improvement in their knowledge, their actual retention of all geologic knowledge is not as good as we would like. We will also continue to evaluate Senior Theses and Field Methods Projects for all students in the program, and we will continue to fine-tune our course objectives and match them to our program outcomes. Our latest action plan (increasing writing skills) was designed and implemented by our department to provide more writing assignments in targeted upper-level courses. These assignments will feature multiple required and graded drafts, allowing for increased sequential feedback that should improve our students’ technical writing skills. The first of these assignments was implemented in GEOL 4811 (Introduction to Geophysics) and the students did show overall improvement, although there was not as full a participation in all drafts as requested.

d. Our department continues to work well with our sister departments in the sciences, mathematics and with the School of Education on preventing scheduling conflicts and providing courses for SOE Early Childhood and Middle-Grades majors. The compression of the schedule into four-days per week combined with a lack of personnel in the sciences and mathematics has made this an almost impossible task, leading to students taking required cognate courses in science and mathematics at other institutions. This is not our choice, but a necessity in the current situation. We are also concerned about the loss of a week of instruction for the 2013 – 2014 year. We will attempt to carefully monitor its impact on student learning.

8. Accomplishments of Faculty Staff in Teaching/Research/Service:

a. Teaching – Our faculty in general excel at teaching, receiving an overall average of 1.76 on student opinionaires in the past two semesters (Fall 2012 and Spring

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2013), close to the University-wide average of 1.68, and besting the average amongst the “hard” sciences (1.80 overall). As can be seen below, we all work to update our courses all the time, trying our best to adjust our teaching to this newer generation of students, using more technology both in- and outside the classroom. We also provide a large component of service courses to the rest of the University, with over 88% of the students we serve coming from outside our major, including Early Childhood and Middle Grades Education majors.

1) Burt Carter: Dr. Carter did a good job of teaching his classes, scoring at or below departmental and University averages on most of his student opinionnaires. He continues to work on his extensive teaching web pages. He conducted extensive field trips for GEOL 3211 (Invertebrate Paleobiology) and GEOL 4421(Sedimentary Geology) classes. In addition he altered paleobiology labs with the goal of improving student learning. He is currently supervising the Senior Thesis of Kleesbatner Loembet on the correlation of stratigraphy in the coastal plain of Georgia.

2) Svilen Kostov: Dr. Kostov taught the usual physics sequence courses (PHYS 1111/1112 and PHYS 2211/2212) along with Introduction to Engineering (PHYS 1111). He is constantly revising and improving lectures, recitation material and teaching strategies for his physics courses. Svilen continues to develop new labs, introducing several new lab experiments each semester. Overall, his teaching is good given his difficult subject matter.

3) Samuel Peavy: Dr. Peavy taught two sections of GEOL 1121 and the second half of ISCI 2001 (Earth and Life Science for Teachers; with Dr. Stephanie Harvey) in Fall 2012, and Introduction to Geophysics, ISCI 2002, Senior Seminar and Senior Thesis II (to Courtney Johnson). Dr. Peavy continues to work on all of his classes and will continue to integrate Student Response Systems (“clicker” interaction) into all of his courses. GEOL 1221 (Solar System Exploration) was taught in Summer 2013 using clicker technology and all the students seemed to enjoy the interactivity. Recently purchased new clickers will be integrated into some classes in the coming year. Dr. Peavy is concerned about some student opinionaire results from this past year, in particular those for ISCI 2001/2002. There is a general resistance to learning amongst Early Childhood majors, something that continues to concern us and Dr. Watford.

4) Tom Weiland: Dr. Weiland spent an extensive amount of time developing and delivering effective lecture and lab materials. This resulted in better student comprehension and very good student evaluations and comments even in the most challenging classes. Review sessions, detailed study guides and extensive ancillary materials were provided for every class. These materials in combination with an open-door office policy that many students utilize resulted in a high student success rate even in the most challenging classes. His student evaluations for Fall 2012 and Spring 2013 averaged 1.25 and 1.22 respectively, measurably better than the University average. He revised and upgraded software and labs for the GIS class (GEOL-4611) including the addition of Rockware geologic software and new lectures for a new text. He also did extensive revisions to Field Methods (GEOL-4931) designing and adding new lectures and field and lab experiences.

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b. Research – Our faculty accomplish a lot in the research area given a lack of institutional support and equipment for this activity. Each faculty member is as active as they can be under the circumstances.

1) Burt Carter: Dr. Carter has worked on several projects related to his study of echinoids and a renewed interest in barrier island morphology. In short, he is a) awaiting word on a revised manuscript on Oligopygus cosloni; b) continuing to revise and expand a manuscript on O. haldemani; c) working towards a tabulation of plate structural data on O. haldemani and O. wetherbyi; d) developed an extensive database on large southeastern barrier islands in preparation for a new paper on these; and e) continues to make progress on a paper with Tim Chowns of West Georgia on erosion on Jekyll Island.

2) Svilen Kostov: Dr. Kostov is currently working on a paper about astronomer Fred Zwicky. In addition, he is working on a book with the working title of "Why Philosophy? A Companion for Students of Science".

3) Samuel Peavy: Dr. Peavy is collaborating with Dr. Donna Shillington of the Lamont-Doherty Earth Observatory on a large-scale crustal investigation in southern Georgia. The project will take place over the next two years and GSW will be a prime location for Phase I of the project, acting as a logistical center and giving our students an opportunity to work on a “big science” project. Dr. Peavy’s paper entitled “Crustal Structure and Seismicity of Virginia” with two co-authors for a Special Volume on the Geology of Virginia was accepted for publication but the exact publication date has still not been decided. The editor (Dr. Chuck Bailey) has found a publisher for the volume but some critical materials are still missing from other papers. The latest information was maybe Fall 2013. Dr. Peavy continues to work on the tectonic history of this region using analysis of gravity and magnetic data. Some progress on the programs has been made, and a publication of detailed maps of sub-Coastal Plain basins based upon the research done thus far will be forthcoming soon. Dr. Peavy is serving on the GCCI editorial review board in Physics, Geology, Astronomy, Earth Science and reviewing manuscripts for Scientific Journals International, he has reviewed two NSF proposals for the Division of Undergraduate Education (DUE) program, and continues to work on a revision of “Basic Exploration Geophysics” with Drs. Cahit Coruh and Ed Robinson.

4) Tom Weiland: Dr. Weiland has participated in a day-long stream restoration workshop and training with the goal of using the training to obtain funding to restore some of the Bowen Property back to its natural state. He also served on the EPD Adopt-A-Stream Advisory Board and worked on various associated projects. He was also recertified as a trainer the program, maintaining GSW’s status as an active Regional Training Site for the EPD water-quality monitoring programs, attending regional and state meetings, and offering workshops and training to interested organizations and individuals. Tom supervised one senior research project completing water quality field work on the Altamaha River. The resulting data from this project is being used by nonprofit organizations to help reduce industrial pollution in the area. In addition, he has continued to do a significant amount of contract work with Combustion Engineers with most proceeds going towards University projects and equipment. Tom has also served

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on the Georgia Science Education Advisory Committee and helped review and revise the new science standards.

c. Service – Our faculty does a great deal of community and university-related

service. 1) Burt Carter: Dr. Carter has served the University in the past year in several

capacities, including chairing the Faculty Affairs committee and serving on Faculty Senate. He also continues to be a consultant to others in the university and across the region on fossils and paleontology. He also presented at the Middle Georgia Gem and Mineral Society, helped on a Storm Day and advised students.

2) Svilen Kostov: Dr. Kostov's major contribution service-wise is his advisement of 40+ Dual Degree students, including transcript evaluation for graduating students in order that they may receive their second degree from GSW. He works closely with the various schools and departments at Georgia Tech to make our current program and our recent RETP agreement work for all concerned. He has also provided an opportunity for our pre-engineering students to travel to Georgia Tech for a visit. Svilen is currently a member of the ITAC committee and the Honors Convocation Planning Committee, and serves as secretary for our A&S meetings. Svilen also helps to organize observing sessions for various groups and the general public at the Agerton Observatory and has given science demonstrations at Sumter Primary. Last summer he helped with the GSW Study Abroad group in Sofia, Bulgaria.

3) Samuel Peavy: Dr. Peavy continues to serve as Department Chair for the Geology and Physics department, and is currently Interim Chair of the Chemistry Department. He is also the advisor for the Geology Club and Assistant Advisor for Gamma Beta Phi Honor Society. Dr. Peavy works with Dr. Svilen Kostov on the Agerton observatory public open houses. Dr. Peavy also served on the Scholarship and Financial Aid committee, the University Promotion and Tenure Committee and Graduation Committee. Dr. Peavy is currently Immediate Past President of the Kiwanis Club of Americus. An active member since October 2003, he is also on the Board of Directors.

4) Tom Weiland: Dr. Weiland helped develop and team-teach the international-studies course (UNIV-4000) that traveled to Nicaragua this Spring. This course required extensive fund raising, planning and organization. He helped design and serve as supervisor for a mining project that employed one student intern during the past academic year and two others this summer. He maintained Departmental research and instructional equipment and software in the GIS, XRD, Sample Preparation, Optical Mineralogy and Mineralogy Labs. He also served as an active member of the IRB, and faculty representative for Georgia Southwestern Foundation. In addition, he is a certified trainer for Georgia Adopt-A-Stream and has delivered workshops in this capacity at Randolph Southern, Leesburg and GSW. He recently collected data for the DNR on water quality in the Flint River from Lake Blackshear to Lake Seminole. Finally, Tom completed a teacher observation at Lee County Middle School for the SOE.

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9. Accomplishments of Students: Most of our recent graduates are either working in industry or in graduate school:

Name Graduation Year

Post-GSW Career

Blesi, E. 2007 Environmental Geology Colquitt, R. 2010 Geologist with Mulcoa Griffin, J. 2009 Geologist with Mulcoa Harris, M. 2010 *Moved to Oregon Hart, J. 2008 Unknown Hughes, J. 2005 GA State Parks

Jarrett, M. 2005 MS, University of Georgia 2009; begin PhD, U. of South Florida, Fall 2009

Jubran, R. 2012 MS, University of Georgia

Miller, J. 2006 Currently with Halliburton, Houston; MS, University of Georgia 2011

Minchew, D. 2008 Environmental Geology Morrison, S. 2011 PhD, University of Arizona Payne, B. 2005 Environmental Geology Mitchell (Peavy), T.

2005 MS, Auburn University; Supervisory Geologist at Mulcoa

Raines, D. 2003 Environmental Geology; PG 2009

Roney, R. 2011 MS, University of Tennessee; UT PhD program.

Slater, S. 2005 Environmental Geology Smith, M. 2004 Environmental Geology; PG 2010

Vaughn, E. 2005 MS Geology, Colorado State University 2009; Exploration Geologist, Eastern U.S.

*Currently Unknown

Two of our recent graduates have become passed their licensing exam to become a professional geologist (“PG).

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UNIT: ARTS & SCIENCES / GEOLOGY & PHYSICS SECTION 2

PROGRESS TOWARD STRATEGIC GOALS The following table presents a summary of on-going progress towards University and Departmental goals.

137

Goals: University Strategic

7. Cultivating Enrollment Growth 8. Cultivating Excellence in Undergraduate

Learning and Teaching 9. Cultivating Community Partnerships

Goals: Geology & Physics Departmental Strategic

4. Serve the overall Mission of the University by providing quality instruction for all students in the areas of Geology, Physics and Astronomy;

5. Provide required introductory, upper-level and graduate classes for students pursuing teacher certification through the GSW School of Education;

6. Instill in our Majors and Non-majors a fascination with and dedication to lifelong learning about the Earth by providing a thorough background in Earth materials, processes and history;

7. Integrate coursework training with up-to-date analytical techniques, field experiences and research projects throughout the program to provide our Majors with the experiential background needed for successful graduate education and careers in the natural and physical sciences;

8. Provide quality advisement and instruction in the fundamentals of physics for students in the Engineering Dual Degree Program; and

9. Provide additional service to the University, community, local schools and the public through various outreach programs.

Activity

19. Department distributes information on our Geology and Dual-Degree programs to recruit new majors.

20. Department continually works at the quality of our undergraduate course experiences, seeking to improve them continuously.

21. Dr. Weiland and his work with Mulcoa and Adopt-a-Stream.

22. Continued quality teaching in all areas.

23. Providing ISCI courses for Early Childhood majors, upper-level courses for both geology and Middle-Grades education majors, physics and introductory geology and astronomy courses for many disciplines.

24. Teaching upper-level geology classes, contacts with graduate schools and industry.

25. Teaching upper-level geology classes, contacts with graduate schools and industry.

26. Advising many students in the program, even if ~50% will not remain in the program after one year. Only ~10% will continue to Georgia Tech.

27. Our professors are involved in many University-wide and community outreach programs.

Status

1. On-going

2. On-going

3. On-going

4. on-going

5. on-going

6. on-going

7. on-going

8. on-going

9. on-going

Evidence

1. Recent increase in entering freshmen and transfers majoring in Geology

2. Teaching Evaluations, Comments.

3. Dr. Weiland has been a consultant for years and is a certified trainer for Adopt-a-Stream

4. Teaching evaluations, comments

5. See semesterly schedules

6. Majority of graduates working in-field or are in graduate programs.

7. Majority of graduates working in-field or are in graduate programs.

8. Many declared duel-degree majors are deficient mathematically when they arrive at GSW; only a small percent will go on to GT.

9. Dr. Weiland serves on the GSW Foundation and Georgia Adopt-A-Stream Advisory board; Dr. Peavy was President of the local Kiwanis Club and served on the Graduation Committee.

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UNIT: ARTS & SCIENCES / GEOLOGY & PHYSICS Section 3 Annual Assessment Summary Part One: Summary and Analysis of Assessment Results

The following table gives the results of our measurements of PLO (Program Learning Outcomes) for the Geology Program. Expectations were to score an average of 3 or better on the Thesis and Field Methods evaluations, and to show a significant improvement on between pretests given at the beginning of a course, and the Capstone Assessment Exam (CAE), given during their senior year. The following table shows the results of data collected to this point.

Table1: Geology Program Learning Outcomes Measures and Results

Program Learning Outcomes Outcome Measures

Number Assessed

Average Score (1-5) or Percent Improved (SLO#8)

Did Not Meet

MetExceeded

SLO #1: Student demonstrates the ability to collect geological information from texts, journals, maps, samples, etc.

Measure 1a: Evaluation of Senior Thesis

9 (2007-2013) 3.85* 0 6 3

Measure 1b: Evaluation of Field Methods Project Report

14 (2009-2013) 4 7 3

SLO #2: Student demonstrates the ability to synthesize geological information from texts, journals, maps, samples, etc.

Measure 2a: Evaluation of Senior Thesis

9 (2007-2013) 3.85* 0 6 3

Measure 2b: Evaluation of Field Methods Project Report

14 (2009-2013) 5 7 2

SLO #3: Student demonstrates the ability to evaluate geological information from texts, journals, maps, samples, etc.

Measure 3a: Evaluation of Senior Thesis

9 (2007-2013) 3.85* 0 6 3

Measure 3b: Evaluation of Field Methods

14 (2009-2013) 5 9 0

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Project Report

SLO #4: Student demonstrates the ability to collect field or analytical data

Measure 4a: Evaluation of Senior Thesis

9 (2007-2013) 4.27 0 0 8

Measure 4b: Evaluation of Field Methods Project Report

14 (2009-2013) 2 6 6

SLO #5: Student demonstrates the ability to analyze field or analytical data

Measure 5a: Evaluation of Senior Thesis

8 (2007-2013) 3.85 0 3 5

Measure 5b: Evaluation of Field Methods Project Report

14 (2009-2013) 5 8 1

SLO #6: Student demonstrates the ability to interpret field or analytical data

Measure 6a: Evaluation of Senior Thesis

9 (2007-2013) 3.86 0 3 6

Measure 6b: Evaluation of Field Methods Project Report

14 (2009-2013) 8 4 2

SLO #7: Student demonstrates the ability to present field and analytical data and interpretations in a logical and proficient manner

Measure 7a: Evaluation of Senior Thesis

9 (2007-2013) 4.10 0 3 6

Measure 7b: Evaluation of Field Methods Project Report

14 (2009-2011) 7 6 0

Measure 7c: Presentation of Senior Research

9 (Spring 2013) 0 9**

SLO #8: Student demonstrates knowledge of Earth Science topics

Measure 8: Evaluation of subject Pre-tests and Capstone

5 graduates

Average Pre-Test = 27.6%

Average CAE per

0 5

140

Assessment Exams

subject = 52%

+88%

SLO #9: Student will pursue an Earth Science-related career or graduate work post-graduation.

Measure 9a: Senior Exit Survey

10 (2003-2013) 5.0 0 0 10

Measure 9b: Alumni Survey

In Progress

*This is currently a single item on the Senior Thesis evaluation form. **Based on direct observation of presentation.

Notes on the results:

1) All Senior Theses evaluated met or exceeded expectations. This was not the case for the Field Methods reports. Evaluations of Senior Theses and Field Methods Reports are done by all geology faculty, with multiple SLOs being rated. As of this time, not all recent senior thesis and Field Methods information has been evaluated. Data from the evaluation forms are compiled by the chair. An average score of 3.0 or higher is necessary to meet expectations, and an average score of 4.0 is necessary to exceed expectations. Overall, all students that submitted Senior Theses met or exceeded our expectations in all areas. However, there appear to be some issues with the Field Methods Reports. Some students would appear to not have spent sufficient time after the field experience to properly evaluate their data and make a reasonable presentation of their findings, and this affects the results for not only SLO 7, but all the SLO that use the Field Methods reports as an evaluation tool. In order to address the lack of effort and to improve our students writing and presentation skills, we propose the inclusion of a minimum of three semester-long writing projects where students present the results of an analysis of field and/or analytical (laboratory, paleontological, etc.) data. There would be multiple opportunities within projects for evaluating the progress of the student throughout the semester, and this process would ultimately lead to graduates that were better able to express their scientific results.

2) All students that have submitted Senior Exit Surveys thought the program was Excellent (5.0).

3) CAE results showed an overall improvement, but individual scores should be higher. The main point of giving a pretest along with the CAE was to see if our students were learning new information and retaining knowledge in our classes. The results show that this is indeed the case, as the average score per student increased significantly. The students that take the CAE have had all the pretests, so we can make a more complete evaluation of their knowledge retention for all of our required classes. Before changes can be made to classes or the program, more than six data points are necessary.

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Part Two: Action Plans

Current Action Plan

The new Action Plan will be implemented over the next couple of years. We are proposing at least three writing assignments in upper-level classes that include analysis and presentation of field and/or analytical data. These assignments would extend over most of the term and provide multiple opportunities for feedback, thus allowing the students to more fully develop their capability to analyze, interpret and present published geologic information and field or analytical data. These assignments would augment the Field Methods report as a measure of SLO 1-7. The first of these was implemented for the GEOL 4811 class.

Previous Action Plans

The initial action plan was successfully concluded with the completion of a Capstone Assessment Exam. The exam is divided into three parts – Paleontology and Sedimentary Geology (Carter), Environmental and Structural Geology (Peavy), and Mineralogy, Igneous & Metamorphic Petrology and Field Methods (Weiland). This allows each of us to individually evaluate the sections pertaining to the courses we teach. The results of the first administration of the CAE show an improvement from an average for all students of 27.6% for the pretests to 51.0% average on the relevant parts of the CAE, a +88% increase in score. We will continue to give this exam to all students participating in our Senior Seminar course, and we will also finish the process of giving pretests in all of our required upper-level courses. The CAE and pretests will be evaluated and altered as necessary to reflect changes to course content and expectations. SECTION 4 SUMMARY OF FACULTY-STAFF ACCOMPLISHMENTS (ALREADY DISCUSSED IN SECTION 1 ABOVE) SECTION 5 PROGRAM or UNIT CHANGES

We have no new programs, units, etc. to report. We can report no program changes at this time. Dr. Peavy has agreed to be interim chair of Chemistry for this coming academic year. Our department will continue to serve a large proportion of undergraduate non-majors in our classes, providing Core area D & F instruction for various majors. We will also continue to provide high-quality advising for Geology and Dual-Degree students.

142

Appendix E: Student Learning Outcomes for the B.S. in Geology

Pro

gram

Ass

essm

ent

Pla

n:

B.S

. in

Geo

logy

A

cade

mic

Un

it:

Art

s &

Sci

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s St

ude

nt L

earn

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Ou

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es (

SL

O)

S

LO

Mea

sure

s

Rev

iew

of

SLO

Dat

a

Stu

dent

dem

onst

rate

s th

e ab

ilit

y to

col

lect

geo

logi

cal

info

rmat

ion

from

text

s, jo

urna

ls, m

aps,

etc

. E

valu

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n of

pro

ject

s or

pap

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in S

enio

r T

hesi

s or

Fie

ld M

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ours

es u

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valu

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or T

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to s

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Eva

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valu

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form

atio

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om te

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jour

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, map

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Eva

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The

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Form

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(ne

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all

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); r

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and

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. S

tude

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the

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to c

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ield

dat

a

Eva

luat

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of p

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or p

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Sen

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The

sis

and

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(ne

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); r

evie

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ield

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a

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luat

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of p

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143

Appendix E (cont.) St

uden

t dem

onst

rate

s th

e ab

ility

to in

terp

ret f

ield

dat

a

Eva

luat

ion

of p

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or p

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s in

Sen

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The

sis

and

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Sen

ior

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sis

and

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view

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y al

l geo

logy

fac

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n ev

alua

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m (

new

for

ms

from

Fal

l 20

09);

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s oc

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n on

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g ba

sis

and

are

talli

ed b

y th

e pr

ogra

m c

hair

. Dat

a ar

e us

ed to

eva

luat

e an

d im

prov

e pr

ogra

m.

Stu

dent

dem

onst

rate

s th

e ab

ility

to p

rese

nt f

ield

dat

a an

d in

terp

reta

tion

s in

a lo

gica

l and

pro

fici

ent m

anne

r

Eva

luat

ion

of p

roje

cts

or p

aper

s in

Sen

ior

The

sis

and

Fiel

d M

etho

ds c

ours

es u

sing

E

valu

atio

n Fo

rms;

Pre

sent

atio

n of

Sen

ior

The

sis

rese

arch

on

cam

pus

or a

t a

prof

essi

onal

mee

ting

Sen

ior

The

sis

and

Fiel

d M

etho

ds p

aper

s re

view

ed b

y al

l geo

logy

fac

ulty

usi

ng a

n ev

alua

tion

for

m (

new

for

ms

from

Fal

l 20

09).

Pre

sent

atio

ns e

valu

ated

by

atte

ndin

g fa

cult

y us

ing

new

for

m (

curr

entl

y in

de

velo

pmen

t). R

evie

ws

occu

r on

an

ongo

ing

basi

s an

d ar

e ta

llie

d by

the

prog

ram

cha

ir. I

ssue

s th

at a

rise

are

then

di

scus

sed

by a

ll g

eolo

gy f

acul

ty to

de

term

ine

pote

ntia

l sol

utio

ns.

Stu

dent

dem

onst

rate

s kn

owle

dge

of E

arth

Sci

ence

to

pics

S

yste

m o

f de

part

men

tal p

re-t

ests

in e

ach

requ

ired

upp

er-l

evel

cou

rse

and

a po

st-t

est

to b

e ta

ken

duri

ng th

e st

uden

t’s

fina

l se

mes

ter

at G

SW.

Pre

-tes

ts b

egun

in S

prin

g 20

10 w

ith

GE

OL

35

11 a

nd c

onti

nued

in F

all 2

010

wit

h G

EO

L 3

211

and

GE

OL

442

1. P

ost-

test

s w

ill b

egin

in S

prin

g 20

11 w

ith

all f

acul

ty

invo

lved

in th

e sc

orin

g of

res

ults

. Dat

a w

ill

be r

evie

wed

and

ana

lyze

d on

a c

onti

nuin

g ba

sis.

Cou

rse

chan

ges

wil

l be

mad

e to

ad

dres

s ar

eas

of lo

w p

erfo

rman

ce.

Stu

dent

will

pur

sue

an E

arth

Sci

ence

-rel

ated

car

eer

or

grad

uate

wor

k po

st-g

radu

atio

n.

Sen

ior

Exi

t and

Alu

mni

Sur

veys

com

bine

d w

ith

disc

ussi

ons

with

alu

mni

abo

ut th

e co

mpo

nent

s of

our

pro

gram

.

Surv

eys

wil

l be

used

to g

auge

pos

t-gr

adua

te

succ

ess

of o

ur m

ajor

s. C

omm

ents

and

re

spon

ses

can

help

gui

de r

efor

mul

atio

n of

ou

r pr

ogra

m to

bet

ter

mee

t stu

dent

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ucat

iona

l nee

ds f

or th

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orkp

lace

or

grad

uate

sch

ool.

 

144

Appendix F: 2013-2014 Geology Curriculum

B.S. in GEOLOGYgswID#

Hrs Term Grade Hrs Term Grade3 4 3 4 3 4

Hrs Term Grade 4 4

4 4

1 Hrs Term Grade

GEOL 3411 Geomorphology 4 Hrs Term Grade 4

ENGL 2110, 2120, or 2130 3 4 Select one: 3 1

1 Hrs Term Grade ** Geology Elective (List Below ) 4

Hrs Term GradeLab Science I 3

3 3

3 MATH 1120 or MATH 2204 4/3 3

3

Hrs Term Grade 4 3

HIST 1111 or 1112 Wrld Civ I or II 3 4 HIST 2111 or 2112 US Hist I or II 3 4 Select one: 3 4

4 4

Hrs Term Grade 4 ENGL 2200 or Foreign Language 3 2-4

3 Hrs Term Grade1 3 1 4 4

Hrs Term Grade

1 2

PEDS 1

M inimum grade of "C" required in Area A, Area F and all major courses.

A minimum of 120 semester hours must be completed for graduation.

39 semester hours must be upper division work at the 3000-4000 level.

This student is pursing a second Undergraduate degree. Under If M ATH 1120 is taken in Area A, the extra hour earned will count in Free Electives.

the new transfer articulation guidelines, transfer w ork w ill no

longer be posted for second degree candidates. All core and P.E.

requirements have been satisf ied, unless noted otherw ise. Pleasecheck the University Requirements above for geography

satisfaction. Advisors may obtain copies of transcripts from Prior Degree/Major:

other schools by contacting the Registrar’s Office at 2027.

Earned at:

Comments:

Completed by: Date:

Hours earned to fulfill PE requirements and UNIV 1000 cannot be used to meet the 120 hours needed for a degree.

Physics not taken in Area D, then these courses must be taken in place o f 8 hours

GEOL 4611 Introduction to GIS

GEOL 3311 Oceanography

Option A: Traditional Geology (18 hrs)

EDUC 2120 Exp Diversity in Edu

EDUC 2130 Exp Teaching & Learning

GEOL 4811 Introduction to Geophysics

EDUC 2110 Inv Issues in Edu

Option B: Earth & Env Sci Edu (22 hrs)

EDUC 3200 Instructional Technology

EDUC 3330 Art & Sci of Teaching

CHEM 1212L Prin of Chemistry II Lab

HIST 1111 OR 1112

GEOL 4941 Senior Thesis IGEOL 4942 Senior Thesis II

GEOL 3311 Oceanography

EDSP 3000 The Exceptional Student

**Geology Electives

GEOL 3411 Geomorphology

Recommended lab science sequence: PHYS 1111 &1112 or PHYS 2211 & 2212

(Activity)

CHEM 1212 Prin of Chemistry II

GEOL 4811 Introduction to Geophysics

Physical Education (4 hrs)

ECON 2105, SOCI 1101, PSYC 1101,

PEDS 2000 CPR/First Aid

PEDS 1010 Lifetime Fitness

GEOL 1121 Earth Mat, Processes, & Env

CHEM 1211L Prin of Chemistry I Lab

GEOL 4211 Hydrogeology

UNIVERSITY POLICIES AND PRACTICES

Free Electives (to total 120 hrs)GEOL 4951 Special Topics In GeologyGEOL 4821 Environmental Geophysics

Physics 1111 &1112 or 2211 & 2212 recommended in Area D. If recommended

GEOL 4611 Introduction to GIS

ADDITIONAL REQUIREMENTS

of Free Electives.

Area D (11 hrs min)

Area D Lists

WM ST 2001(3), COM M 1110(3), POLS 2401(3),

ENGL 1101 Composition I

ARTC 1100, MUSC 1100 or THEA 1100

Area C (6 hrs)

Select 4 hours from list below:

CORE: 61 HOURS

Area B (4 hrs min)MATH 1113

ENGL 2200(3), Foreign Lang.(2000 or higher)(3)

Area A (9 hrs) (M in Grade o f C R equired)

NAM E

ADVISOR

ENGL 1102 Composition II GEOL 3121 Mineralogy

GEOL 3511 Structural Geology

GEOL 4711 Igneous-Metamorphic Petrology

GEOL 4931 Field Methods

GEOL 4911 Senior Seminar

2013-2014

MAJOR/ELECTIVE REQUIREMENTS: 59 HOURSRequired Courses, All Options (29 hrs)

GEOL 3211 Invertebrate Paleobiology

GEOL 4421 Sedimentary Geology

Choose a science sequence from List A:

Effective Catalog Year:

CHEM 1211 Prin of Chemistry I

Lab (if CHEM or BIOL)

GEOL 1122 Earth History and Global Change

GEOL 3111 Environmental Geology

LIBR 1101(1), CIS 1000(3), THEA 1110(3), SOSC 1101(3),

Lab (if CHEM or BIOL)

Hours from Area B plus hours from Area D must equal 15 hours. If more than 15 hours are earned, the extra hours will count in Free Electives.

UNIV 1000

Additional Requirements GA HISTORY

GA CONSTITUTION US CONSTITUTION

US HISTORY

Area F (19 hrs)

Area E (12 hrs)

Lab Science II

POLS 1101 American Government

145

Appendix F (cont.)

GEOLOGY MINORgswID#

Required Courses (16 cr) Hrs Term Grade

4

Hrs Term Grade

4

4

4

4

4

4

4 This student is pursing a second Undergraduate degree. Under

4 the new transfer articulation guidelines, transfer work will no

4 longer be posted for second degree candidates. All core and P.E.

4 requirements have been satisfied, unless noted otherwise. Please

4 check the University Requirements above for geography

4 satisfaction. Advisors may obtain copies of transcripts from

4 other schools by contacting the Registrar’s Office at 2027.

Advisor Signature Date

Earned at:Date

Comments:

GR Completed by: Date:A

GEOL 4811 Intro to Geophysics

GEOL 4611 Introduction to GIS

GEOL 4711 Igneous-M etamorphic Petro logy

Additional Requirements:

Minimum grade of "C" in all course w ork counted tow ard minor. No 3000-4000 level course can be used to satisy requirements in both a major and a minor program. Admission to the Geology minor program must be approved by the Department Chair. Upper Division courses selected must be approved by the Department Chair and any prerequisites must be satisf ied.

Low er Division GEOL Course (4hrs Max)

Select from the following:GEOL 3111 Environmental Geology

GEOL 4211 Hydrogeo logy

16 Hours Minimum

GEOL 4421 Sedimentary Geology

Effective Catalog Year: 2013-2014

NAM E

ADVISOR

GEOL 1122 Earth Hist & Global Change

Prior Degree/Major:

GEOL 4951 Special Topics in Geology

Other GEOL courses w/ Dept Chair Permission

Geology Department Signature

Upper Division Courses (12 hrs min)

GEOL 3121 M ineralogy

GEOL 3211 Invertebrate Paleobio logy

GEOL 3311 Oceanography

GEOL 3411 Geomorphology

GEOL 3511 Structural Geology

146

Appendix G. Summary of Equipment, Department of Geology and Physics Location Description & Use Equipment

Roney 106 X-ray Lab Research/Student Projects

Panalytical CubixPro XR-ray Diffractometer with Programmable Divergence and Anti-Scatter Slit Assemblies, X-Pert Industry and X-Pert HighScore Software (for data collection and analysis), interactive Digital JCPDS Database, various Geiger-Muller X-ray counting units, sample preparation equipment, and an extensive reference standard collection for the x-ray unit.

Roney 201 Optics Lab

4 Meiji petrographic microscopes 5 Vickers petrographic microscopes >300 igneous rock samples & thin sections >300 metamorphic rock samples & thin sections >200 sedimentary rock samples & thin sections Mettler AE260 balance Seating for 16 students

Roney 202 Rock Prep. Facility

Beacon Star large rock saw Raytech trim saw Ingram thin section cut-off saw Ingram thin section grinder Frantz Isodynamic magnetic separator Spex 8000 Mixer/Mill Carver Laboratory Press Tyler Ro-tap 2 Fisher Isotemp drying ovens Thermolyne Type 1500 furnace Flammable materials locked storage cabinet Craftsman drill press Craftsman 12” band saw Dessicators, glassware & related sample prep materials

Roney 203 General Lab & Classroom

“Smartboard” computer projector projection screen 2 Dell desktop computers Labconco Lab Hood Acid storage locked cabinet. Joly Balance Buehler thin section polisher Clay Minerals Society Source Clay Project mineral samples Approx.1,000 mineral samples labeled/arrang. by min. groups Joly Balance 2 sinks Seating for 24 students

Roney 204 Library/Study Room Collection of GSW Geology Senior Thesis reports Collection of selected journals, textbooks, related literature Table, chairs, couch, microwave, refrigerator

Roney 205 Classroom Proxima 6810 computer projector Dell desktop computer Overhead & slide projectors; DVD/VHS player; Seating for 28 students

Roney 205 Storage Closet

Geophysical Equipment Storage & Records Archive

Seismometer equipment storage; Records archive; TV and VHS; old weather equipment, hard hats, etc.

Roney 206 Faculty Office Dell desktop computer Individual faculty materials

Roney 207 Geographic Info. Systems Lab

Altek 45” digitizing table; 2 Summatek digitizing pads; Arcview/ArcInfo Software installed per site license; 7 Dell desktop computers; HP Laserjet 5P printer; HP 1120C printer; HP scanner; Fax machine; HP Designjet, 1200 dpi, 45” Poster Plotter

Roney 208 Administrative Work Storage facilities for student records Storage facilities for

147

Room instructional materials (paper, pens, overhead materials, projector bulbs, etc.) Laboratory Manual binding equipment Sink Zeiss petrographic microscope & camera

Roney 209 Paleontology Lab & Classroom

Proxima 6860 computer projector Dell desktop computer; 6 binocular microscopes; Vernier calipers & other specimen manipulating instruments; Paleontological collection with ~1300 specimens, ~1/3 labeled, arranged, stored by taxa and ~2/3 by stratigraphic occurrence; Seating for 20 students

Roney 210 Faculty office Currently unoccupied.

Roney 211 Storage Storage cabinet for Trimble GPS Pathfinder, 12 Garmin hand-held GPS units, 12 Brunton compasses 3M Fiberoptic Distribution Center “hub” .

Roney 212 Faculty Office Dell desktop computer Individual faculty materials

Roney 213 Classroom, Introductory Lab and Store Room

InFocus LP755 computer projector; Dell desktop computer; Videocassette and DVD players; Overhead & slide projectors; 15 binocular microscopes; Selected topographic & geologic maps; >15 Mineral & Hardness kits & hand lenses; ~25 Igneous, Sedimentary & Metamorphic Rock Kits Storage bins for additional mineral & rock samples; Seating for 30 students

Roney 214 Digital Imaging & Map Room

Microboards CD copier (50 CD capacity) Meiji binocular ‘scope w/ digital video camera & Dell laptop Meji petrographic ‘scope w/ digital video camera & Dell desktop Sony digital videocamera Camera/Light stand w/ Kodak digital camera & Dell laptop Portable InFocus Computer Projector & Dell laptop Drafting table Light table Georgia Geological Survey Bulletins & assorted field guides Map collection: all 7.5 minute topographic maps of Georgia and selected Georgia geologic & other topographic maps stored in 196 alphabetically arranged cabinet drawers

Roney 2nd floor hallway

Display Cabinets

Display cabinets for Georgia Geology, Economic Materials of Georgia, Fossils, and Minerals Ultraviolet display cabinet for Franklin, NJ mineral samples Bulletins boards for Department information & Geology Club GSW Seismic Station real-time monitor display

Roney 305 Classroom & Introductory Lab

Proxima 6810 computer projector; Dell desktop computer; DVD/VHS player; Overhead projector; 12 binocular microscopes; Introductory Fossil Kits & Historical Geology rock samples; Astronomy globes and other accessories

Roney 308

Scanning Electron Microscope Lab & Department Computer Server

ISI ABT SX40A scanning electron microscope Film-Vac gold coater Dell desktop computer SBIG CCD camera, linked to SEM

148

Roney 309 Physics Lab and Storage Closet

Physics related equipment for mechanics, E&M and optical experiments; 2 Dell Computers; 12 PASCO remote systems

Roney 310 Water and Soil Testing Laboratory

4 LaMotte Water Quality Monitoring kits 2 Hach DRL 2010 Soil & Irrigation Water Laboratories Humboldt soil tester 2 Permeability testers Barnon “20” pH meter Oakton “pocket” pH meter Oakton “pocket ORP tester Swoffer 2100 current meter Spectrex Model 6A spectrophotometer; Air abrasive specimen cleaning unit; sample storage refrigerator; drying oven

Roney 311 Computer Lab, shared by Math & Science Depts.

13 Dell Pentium 4 desktop computers Proxima LX1 computer projector Pasco Science Workshop PC stations & various add-ons; Closet contains much physics equipment

Roney Rooftop

Observatory Retractable shutter dome Celestron 14” telescope

Science 111 Administrative Secretarial Office

Dell desktop computer HP Laserjet 1200 printer Photocopy machine, administrative equipment Records, Forms, Catalogs, & related items Individual Administrative Secretary materials

Seismic Vault (near Campus Lake)

AMG Seismic Station

1 Vertical short period & 1 vertical long period detector; 2 horizontal long period detectors; Fiber optic connection to Geology computer network; Old Dell Computer. New Ref-Tek seismometer system being installed.

Jackson 006 Paleontological Research Lab

Meiji trinocular microscope and fiber optic illumination; Olympus trinocular microscope and fiber-optic illumination; Nikon digital camera; photographic copy stand; Sink; Dell desktop computer; Dell laptop computer; Specimen cleaning instruments Specimen storage cabinets/drawers; many research specimens.

Jackson 008 Geophysical and Hydrological Research Lab

Worden gravimeter, 2 EGG Geometrics proton precession magnetometers, Soil Test resistivity meter & multichannel switch box; cables, electrodes, 2 Dell computers; cabinets and research papers

149

Appendix H: Total Number of Geoscience Degrees Granted, 1966-2010 (from NSF 13-327, published June 2013)