College of Charleston, B.S., A.B., Environmental Geosciences

ACAP, 3/25/2021 2.j NEW PROGRAM PROPOSAL FORM

Name of Institution: College of Charleston

Name of Program (include degree designation and all concentrations, options, or tracks):

Environmental Geosciences B.S, A.B.

Program Designation: Associate’s Degree Master’s Degree Bachelor’s Degree: 4 Year Specialist Bachelor’s Degree: 5 Year Doctoral Degree: Research/Scholarship (e.g., Ph.D. and DMA) Doctoral Degree: Professional Practice (e.g., Ed.D., D.N.P., J.D., Pharm.D., and M.D.)

Consider the program for supplemental Palmetto Fellows and LIFE Scholarship awards? Yes No

Proposed Date of Implementation: August 2021

CIP Code: 40.0699

Delivery Site(s): College of Charleston, Charleston, SC, Main Campus

Delivery Mode: Traditional/face-to-face Distance Education *select if less than 25% online 100% online Blended/hybrid (50% or more online) Blended/hybrid (25-49% online) Other distance education (explain if selected)

Program Contact Information (name, title, telephone number, and email address):

Timothy Callahan, Ph.D. Professor and Chair of Geology and Environmental Geosciences. 843- 953-5589. [email protected]

Institutional Approvals and Dates of Approval (include department through Provost/Chief Academic Officer, President, and Board of Trustees approval):

Department 08/18/2020 Dean, School of Sciences and Mathematics 08/20/2020 Office of Institutional Effectiveness 08/21/2020 Office of the Provost 09/02/2020 Faculty Curriculum Committee 09/13/2020 Budget Committee 09/21/2020 Academic Planning Committee 09/24/2020 Faculty Senate 10/06/2020 Board of Trustees 10/16/2020 1

ACAP, 3/25/2021 2.j Background Information

State the nature and purpose of the proposed program, including target audience, centrality to institutional mission, and relation to the strategic plan.

Nature and Purpose of Environmental Geosciences

As society faces increased environmental pressures and a larger need for knowledgeable and trained geoscientists and geologists, we will be able to help meet this future demand. The proposed Environmental Geosciences major will offer an interdisciplinary curriculum that will help them prepare for the challenging nature of environmental problems including climate change, emerging pollutants, alternate energy resources, and sustainable solutions. Environmental Geosciences majors will gain a strong “systems approach” knowledge base and problem-solving skills that will allow them to apply their coursework and experiential learning experience to solving problems in many different fields. Currently, the College of Charleston's faculty in Geology and Environmental Geosciences offers degrees in Geology (B.S. or B.A.), and the structure of the Geology programs makes environmentally-focused courses available to those students as electives. We have developed a core curriculum that is timely, that draws from key themes in growing career areas, and builds on the interests of students to develop skills and the knowledge-base to be leaders in environmental fields of the Geosciences.

Central to Institutional Mission and Strategic Plan

This program directly matches the mission of the College of Charleston's newly adopted strategic plan: “a public university grounded in the principles of the liberal arts and committed to developing ethically centered, intellectually versatile, and globally fluent citizens who create innovative solutions to social, economic, and environmental challenges”(http://www.cofc.edu/strategicplan/strategic-plan-framework- 050620-v3.pdf, May 2020). Environmental Geosciences issues and problems are inherently global in nature, and our institution has faculty with active teaching and research programs in the Caribbean, Africa, and Asia who will serve the new program's students. Specifically, this program will help achieve 3 of the 5 strategies that pertain to our new strategic plan's "Academic Distinction" goal:

Strategy 3: Identify and develop signature undergraduate, masters and doctoral programs and institutes that will advance our profile as a national university.

Strategy 4: Make experiential learning a differentiator of the College of Charleston educational experience.

Strategy 5: Support and incentivize faculty to lead the way in implementing innovative teaching models and contributing to cutting-edge research.

Target Audience

This will be the first Environment-related undergraduate major at the College of Charleston. We currently have the Environmental and Sustainability Studies minor (ENVT), whose students may be interested in adding the Environmental Geosciences major. We also plan to market our courses to ENVT students as elective courses, when appropriate.

We also aim to increase the diversity of our programs (our existing programs are the Geology B.A. and Geology B.S.) by increasing our marketing activity to raise awareness about the Geosciences as a discipline. A formal degree program in Environmental Geosciences will attract high school students who are aware of, and experienced in environmental and earth science. Furthermore, transfer students and military veterans often obtain background coursework and training that can serve as a foundation for Geosciences degree programs. For example, Trident Technical College (TTC) has Environmental Health and Safety courses that provide professional training in 1) occupational safety and 2) hazardous waste

ACAP, 3/25/2021 2.j management, which are two examples of useful courses for careers in Environmental Geosciences. We plan to serve such transfer students from TTC and other institutions.

Assessment of Need

Provide an assessment of the need for the program for the institution, the state, the region, and beyond, if applicable.

As previously stated, the Mission Statement of the College of Charleston's newly adopted strategic plan reads "a public university grounded in the principles of the liberal arts and committed to developing ethically centered, intellectually versatile, and globally fluent citizens who create innovative solutions to social, economic, and environmental challenges." Since no bachelor's degree program focused on "environmental" issues exists at the College of Charleston, this new Environmental Geosciences program will be a critical reinforcement of the institution's mission and strategic plan.

Based on a November 2017 survey of Geology alumni, College of Charleston graduates have found employment in the private sector and government agencies, and a significant number of these jobs are in the environmental sectors: e.g., environmental consulting firms, the South Carolina Department of Health and Environmental Control, the SC Department of Natural Resources (and analogous agencies in other states), and the US Geological Survey, for example. Our graduates in such environmental-related sectors reported specific elective coursework--at the College and elsewhere--that assisted in their career development. Survey respondents from our Geology graduates also reported their post-baccalaureate experiences in graduate programs with emphasis on environmental specialty areas: e.g., climate change, environmental pollution, and hydrology, for example.

Included with this proposal, please find industry support letters from the Charleston Waterkeeper, South Carolina Department of Natural Resources (SC DNR), South Carolina Sea Grant Consortium; SCS Engineers, Inc., and Charleston County. In the section below on Employment Opportunities, data from various sources demonstrate the demand for this program, including SCWorks.org, the US Department of Labor’s Occupational Information Network, the American Geosciences Institute, and US Bureau of Labor Statistics.

Transfer and Articulation

Identify any special articulation agreements for the proposed program. Provide the articulation agreement or Memorandum of Agreement/Understanding.

N/A

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Employment Opportunities

State National Expected Expected Number of Employment Number of Employment Occupation Jobs Projection Jobs Projection Data Type and Source Environmental Scientists and 17% growth 8% growth Specialists 720* (2016-2026) 92,000 (2018-2028) SCWorks.org; O*NET 8% growth 7% growth Hydrologists 130 (2016-2026) 7,100 (2018-2028) O*NET Geological Sample 20% growth 7% growth Test Technicians 60 (2016-2026) 17,400 (2018-2028) O*NET Environmental Science and Protection 14% growth 9% growth Technicians 250 (2016-2026) 38,000 (2018-2028) O*NET *As of August, 8, 2020 there were 627 open positions on SCWorks.org under the heading of “environmental” or “environmental science”. The projected increase is 17% for these jobs.

Supporting Evidence of Anticipated Employment Opportunities Provide supporting evidence of anticipated employment opportunities for graduates.

SCWorks.org:

There is a high demand for environmental professionals in South Carolina. SCWorks.org is the State’s largest workforce development database. A query, run on August 8, 2020 with "environmental" keyword in the job title and with a Bachelor’s degree as a requirement or preference yielded 627 open positions and despite the current employment impact due to the Covid-19 pandemic. Position titles available included: Environmental and Recycling Coordinator Health, Safety and Environmental Coordinator, Director Safety Health Environmental, Environmental Project manager, Environmental Health Manager, Assistant Director of Environmental Services, Environmental Scientist, Supervisor of Environmental Services, Environmental Consultant, Environmental Services Tech, Environmental Services Aid, Associate Director of Operations and Sustainability Coordinator, Environmental Compliance and Sustainability Project Manager, Sustainability Projects Manager, Environmental Compliance and Sustainability Manager.

US Department of Labor’s Occupational Information Network:

The national and international focus on the environment brings expanded job opportunities and increased student demand for relevant programs and skills. According to the US Department of Labor’s Occupational Information Network (O*NET), “Environmental Scientists and Specialists” are considered new and emerging “Bright Outlook” occupations projected to have 100,000 or more job openings between 2016 and 2026. Furthermore, according to O*NET, most of these occupations require a four-year bachelor’s degree and are responsible for addressing organizational sustainability issues, such as waste-stream management, green building practices, and green procurement plans. More detailed data include:

Environmental Scientists and Specialists--

Projected 10,300 annual job openings across the US from 2018-28 (O*NET; https://www.onetonline.org/link/wages/19-2041.00?e=1&st=SC&g=Go)

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A 15% growth rate projected in SC from 2016-26 (O*NET; https://www.onetonline.org/link/wages/19-2041.00?e=1&st=SC&g=Go)

$71,130 median earnings in 2018, nationwide (O*NET; https://www.onetonline.org/link/summary/19-2041.00)

American Geosciences Institute:

According to the American Geosciences Institute (AGI), Bachelor’s graduates in Geology with additional training in the interdisciplinary environmental sciences (which includes environmental geoscientists, environmental science technicians, and environmental engineers) are expected to see a larger set of career options in the next 10 years compared with other subdisciplines in geology (https://www.americangeosciences.org/geoscience-currents/geoscience-workforce-changes-2018- 2028).

US Bureau of Labor Statistics:

According to the US Bureau of Labor Statistics (https://www.bls.gov/careeroutlook/2019/article/careers-protecting-the-planet.htm), graduates with a bachelor's degree in environmental geoscience or environmental science are expected to see an 11% increased demand for their expertise in the next decade.

In the field of "Environmental Scientists and Specialists", there is an 8% growth projected from 2018- 2028 (Bureau of Labor Statistics, US Dept. of Labor: https://www.bls.gov/ooh/life-physical-and-social- science/environmental-scientists-and-specialists.htm#tab-6).

ACAP, 3/25/2021 2.j Description of the Program

Projected Enrollment Fall Spring Summer Year Headcount Headcount Headcount 2021-22 13 13 0 2022-23 24 24 12 2023-24 36 36 13 2024-25 50 50 14 2025-26 65 65 15

Explain how the enrollment projections were calculated.

We forecasted the number of yearly enrollments based (1) inquiries by prospective students for an environmental major, and (2) on the typical number of majors in similar programs around the U.S. (50 – 100). In the first year we conservatively estimate 13 students enrolled in the program. By May of 2025, graduation date of the first cohort, we expect 50 students in the proposed program. Increased visibility and interest in this new major will also increase interest for the existing Geology program leading to an overall growth for the department. UNC-Charlotte geosciences programs reported a similar effect when they added new programs to complement their traditional Geology major.

Besides the general institutional admission requirements, are there any separate or additional admission requirements for the proposed program? If yes, explain. Yes No

Curriculum

New Courses List and provide course descriptions for new courses.

GEOL 313 Critical Zone Science (3 credits) Course description: Introduction, discussion and inspection of the critical zone, Earth’s realm from the groundwater and geologic foundation up through the top of the vegetation canopy. Environmental processes affecting this zone will be covered with a focus on environmental- human interactions, the role of humans on environmental systems, and how environmental condition affects societal systems.

GEOL 362 Field Studies in Environmental Geosciences (4 credits) Course description: This field course will enable students to discover the interconnection between human activities and their impacts on the Earth’s systems. The student will typically travel to Colorado to examine changes to the Colorado River as the river flows 1000 miles from its headwaters to the Hoover Dam. The drainage basins of the Green and San Juan Rivers will also be studied. The focus of the students’ work will be to assess the sustainable management of geological and environmental resources along the rivers and how shifting climate and increased population has and will impact humans that depend on this aquatic resource.

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Total Hours Required: 123+ Curriculum by Year Course Name Hours Course Name Hours Course Name Hours Year 1 Fall Spring Summer GEOL 103/L Environ. Geology and Lab 4 GEOL 105/L Earth History and Lab 4 MATH 250 Statistics or MATH 120 MATH 111 Pre-calculus 4 Calculus I 3 or 4 (GEN ED) FYE First Year Experience 3 (GEN ED) History 1 of 2 3 (GEN ED) ENGL 110 Intro to Academic Writing 4 (GEN ED) Humanities 1 of 4 4 Total Semester Hours 15 Total Semester Hours 14 or 15 Total Semester Hours Year 2 Fall Spring Summer GEOL 253/L Earth Systems Science and GEOL 272 Stratigraphy/Sedimentation Research or Internship 0 - 3 Lab 4 w/Lab 4 CHEM 112/L or GEOL 250/L CHEM 111/L General Chemistry and Lab 4 Geochemistry 4 Physics or Biology with Lab Sequence 1 of Physics or Biology with Lab Sequence 2 2 4 of 2 4 (GEN ED) History 2 of 2 3 (GEN ED) Humanities 2 of 4 3 Total Semester Hours 15 Total Semester Hours 15 Total Semester Hours 0 - 3

Year 3 Fall Spring Summer Field Studies: Env. 4 GEOL 291/L Water Resources and Lab 4 GEOL 313 Critical Zone Science 3 Geosciences *Restricted GEOL elective 4 *Restricted GEOL elective 4 (GEN ED) Foreign Language 1 of 4 3 ** Inter-Department elective 3 (GEN ED) Social Science 1 of 2 3 (GEN ED) Foreign Language 2 of 4 3 General elective (Or course in Minor) 3 Total Semester Hours 14 Total Semester Hours 16 Total Semester Hours 4 Year 4 Fall Spring Summer GEOL 492 Senior Seminar 1 *Restricted GEOL elective 4 *Restricted GEOL elective 4 (GEN ED) Foreign Language 4 of 4 3 (GEN ED) Foreign Language 3 of 4 3 (GEN ED) Humanities 4 of 4 3 (GEN ED) Humanities 3 of 4 3 (GEN ED) Social Science 2 of 2 3 General elective (Or course in Minor) 3 General elective (Or course in Minor) 3

ACAP, 3/25/2021 2.j Total Semester Hours 14 Total Semester Hours 16 Total Semester Hours

ACAP, 3/25/2021 2.j * GEOL Electives (Complete 15 additional credit hours from the following with at least 9 hours at the 250-level or above; and at least 3 hours at 400-level or above.)

GEOL 213 Natural Hazards (3) GEOL 240 Special Topics in Geology (1-4) GEOL 257 Marine Geology (4) GEOL 275 Geomorphology (4) GEOL 288 Global Change: A Geological Perspective (3) GEOL 312 Environmental Field Methods (3) GEOL 320 Earth Resources (3) GEOL 385 Internship (1-4) GEOL 395 Special Topics (1-4) GEOL 395L Special Topics Laboratory (0-1) GEOL 399 Tutorial (1-3) GEOL 402 Geospatial Science (4) GEOL 412 Crustal Geophysics (3) GEOL 438 Hydrogeology (4) GEOL 441 Pollution in the Environment (4) GEOL 442 Geological Application of Remote Sensing (4) GEOL 449 Geographical Information Systems (4) GEOL 491 Senior Thesis (3) GEOL 495 Special Topics (1-4) GEOL 499A Bachelor's Essay (3) GEOL 499B Bachelor's Essay (3)

** Additional inter-departmental electives (Students must complete at least 3 credits from this list.)

BIOL 204 Humans and the Environment (3) BIOL 211 Biodiversity, Ecology, and Conservation Biology (4) BIOL 211D Biodiversity, Ecology, and Conservation Biology Discussion (0) BIOL 341 General Ecology (4) BIOL 341L General Ecology Laboratory (0) CHEM 220 Fundamentals of Analytical Chemistry (3) CHEM 220L Fundamentals of Analytical Chemistry Laboratory (2) CHEM 422 Environmental Chemistry (3) CHEM 422L Environmental Chemistry Laboratory (1) ECON 311 Environmental Economics (3) ENVT 200 Introduction to Environmental and Sustainability Studies (3) ENVT 352 Special Topics in Environmental and Sustainability Studies (1-4) ENVT 452 Advanced Special Topics in Environmental and Sustainability Studies (1-4) PHIL 155 Environmental Ethics (3) PHYS 105 Introduction to Meteorology (3) PHYS 106L Exercises in Weather and Climate (2) PHYS 210 Introduction to Air Pollution (3) PHYS 215 Synoptic Meteorology (3) PHYS 225 Climate (3) PHYS 457 Satellite Meteorology (3) RELS 276 Religion and the Environment (3) SOCY 346 Environmental Sociology (3) URST 310 Urban Planning (3)

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Similar Programs in South Carolina offered by Public and Independent Institutions Identify the similar programs offered and describe the similarities and differences for each program.

Based on our review of analogous Bachelor of Science programs in the general category of environmental science, there is no Environmental Geosciences program in the state of South Carolina. Nationally, we identified a similar program at the University of Minnesota. Based on the feedback from our Geology alumni and our faculty’s collaborations locally, nationally and internationally we feel the evidence clearly shows a need for an Environmental Geosciences program to better prepare our students to be successful alumni in a world of increasing complexity of resource demands, population pressures, dynamic climate conditions, and human-environment interactions.

The closest existing program to our proposed Environmental Geosciences proposal is the BS in Earth and Environmental Science at Furman University and the BS in Geology with Environmental Sciences Concentration at Clemson. In the table below, we outline the difference between these two proposals, but we also present an exhaustive list of all Bachelor of Science degree programs in SC that are distantly related to our proposal.

Most Similar Program in SC Program Name and Designation Institution Similarities Differences BS in Earth and Furman University - Several faculty with Geology - Our proposal’s core requires additional Environmental Science background. geosciences coursework in GEOL 253, - Curriculum is structured similar to our Earth Systems Science; GEOL 291, proposal. Water Resources; GEOL 313, Critical Zone Science; and GEOL 362, 364, or 365, Field Studies. - Situated in Charleston, SC our program and students are surrounded by a living-learning community with numerous opportunities to study hydrology, pollution, flooding, and coastal resiliency across the Lowcountry. Our program is better situated to help the economic development and growth of our community. BS in Geology with a Clemson University - This degree program has a - This program is a Geology degree Concentration in concentration in Environmental program, whereas our proposed major Environmental Science Science. is Environmental Geosciences. - Previously, for our existing Geology major we had a Concentration in

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Environmental Geology but it was under-enrolled (only about 20% of all Geology majors) and therefore was canceled. Our proposed new Environmental Geoscience major is different than Geology with an Environmental Concentration because of its emphasis on geoscience systems with environmental topic areas of study integrated into the core program, rather than added on through electives only (as is the case in a Concentration). - Situated in Charleston, SC our program and students are surrounded by a living-learning community with numerous opportunities to study hydrology, pollution, flooding, and coastal resiliency across the Lowcountry. Our program is better situated to help the economic development and growth of our community. Other Programs in SC distantly similar to Environmental Geosciences BS in Environmental Winthrop University - As its title indicates, this program is - Winthrop’s program, like most Science also related to the environment. “Environmental Science” programs, is focused more on the Ecology/Biology of the environment and not the Geological sciences. - Geological requirements include only basic geology, GIS and Hydrogeology/geochemistry. BS in Plant and Clemson University - As its title indicates, this program is - This program is more focused on the Environmental Sciences – also related to the environment. ecology and agricultural aspects of Soil and Water Science environmental sciences. - The geological requirements in Clemson’s program focus more on the soil and water aspect of agriculture and pollution BS in Environmental and Clemson University - As its title indicates, this program is - The focus of this program is different Natural Resources also related to the environment. from our proposal as it has

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concentrations in Conservation Biology, Natural Resource and Economic Policy Concentration, and Natural Resources Management. BS in Biology (or Chemistry Francis Marion University - As its title indicates, this program is - None of these programs have a focus or Physics) with also related to the environment since on the geosciences. Environmental Science the concentration has the word “environment” in them.

BS in Environmental Lander University - As its title indicates, this program is - Geological requirements include only Science also related to the environment. basic Environmental Geology, Physical Geology and Hydrogeology BS in Chemistry with SC State University - As its title indicates, this program is - This program does not have a focus on Environmental Science also related to the environment. the geosciences. BS in Environmental Studies USC Columbia - As its title indicates, this program is - This program does not focus on the also related to the environment. geological aspect of the environment. Instead, it focuses on: Oceans and People, Climate and Environment, Sustainability and Society, Environmental Policy BS in Environmental and USC Columbia As its title indicates, this program is - No focus on the geosciences. Very Health Sciences also related to the environment. different from our proposal. BS in Environmental Health Benedict College - As its title indicates, this program is - No focus on the geosciences. Very Science also related to the environment. different from our proposal. BS in Environmental Claflin University - As its title indicates, this program is - No focus on the geosciences. Very Science also related to the environment. different from our proposal. BS in Environmental Studies Southern Wesleyan University - As its title indicates, this program is - No focus on the geosciences. Very also related to the environment. different from our proposal. BS in Environmental Studies Wofford College - As its title indicates, this program is - No focus on the geosciences. Very also related to the environment. different from our proposal. BS in Environmental Studies Columbia College - As its title indicates, this program is - No focus on the geosciences. Very also related to the environment. different from our proposal.

ACAP, 3/25/2021 2.j Faculty

Other Qualifications and Academic Degrees and Relevant Professional Rank and Full- or Courses Taught for Coursework Relevant to Experience Part-time the Program Courses Taught, Including (e.g., licensures, Institution and Major certifications, years in industry, etc.) Associate Professor GEOL 103/L Ph.D., Geosciences. Kent

GEOL 105/L State Univ. GEOL 291 GEOL 365 Associate Professor GEOL 103/L Ph.D., Civil and GEOL 253 Environmental Engineering. GEOL 313 Univ. of Maryland Baltimore County (UMBC) Associate Professor GEOL 105/L Ph.D., Geosciences. GEOL 492 Northwestern Univ. Restricted GEOL Electives Department Chair, GEOL 103/L Ph.D., Earth and Professor GEOL 253 Environmental Science (with GEOL 362 Dissertation in Hydrology). GEOL 364 New Mexico Tech Professor GEOL 103/L Ph.D., Environmental GEOL 253 Sciences. Swiss Federal GEOL 313 Institute of Technology GEOL 362 GEOL 364 Associate Professor GEOL 105/L Ph.D., Earth Sciences. Univ. GEOL 272 of Calif. at Santa Cruz GEOL 362 Restricted GEOL Electives Associate Professor GEOL 103/L Ph.D., Geology, Univ. of Restricted GEOL Delaware Electives

Total FTE needed to support the proposed program: Faculty: 7 Staff: 0.5 Administration: 0.5

Faculty, Staff, and Administrative Personnel Discuss the Faculty, Staff, and Administrative Personnel needs of the program.

The College of Charleston has the faculty needed to support the proposed program. These faculty are teaching the existing courses that will comprise a portion of the core courses for the proposed Environmental Geosciences-B.S. program, and as some new students opt for this new program instead of the Geology-B.S. or Geology-B.A. programs, faculty teaching courses for those programs will be available to serve students in the new program through course-assignment management practices. For example, a core course for Geology-B.S. and B.A. students is GEOL 256, Mineralogy/Petrology. Typically, we teach 40 students per year in that course. If 10-15 students per year opt for the new 13

ACAP, 3/25/2021 2.j Environmental Geosciences program, by year 2 the need for Mineralogy/Petrology class will decrease to every other year frequency, creating an available faculty FTE to assist with Environmental Geosciences course instruction. As the program grows past year 2 we may need an additional adjunct instructor to assist with certain Environmental Geosciences courses, especially at the introductory level (GEOL 103, Environmental Geology).

Resources

Library and Learning Resources Explain how current library/learning collections, databases, resources, and services specific to the discipline, including those provided by PASCAL, can support the proposed program. Identify additional library resources needed.

The College of Charleston libraries are structured around one main facility, the Marlene and Nathan Addlestone Library, with smaller, more specialized libraries that support the diverse teaching and research needs of the institution. The Addlestone Library encompasses 140,000 square feet, accommodates one million volumes, seats 1,600 patrons, offers 20 study group rooms, and maintains over 239 computer workstations. The facility was designed to accommodate the technological needs of a contemporary academic library. The computer workstations are equipped with several web browsers, a suite of Microsoft Office software, statistical software packages, and other standard computer applications. These computers are networked to seven high-capacity laser printers; one color printer is also available. In addition to the desktop computers, students may borrow one of 20 laptops equipped with wireless internet hardware and software for use within the building and grounds, 3 flip cameras, and 2 iMac computers with video editing capabilities. There are 60 iPads to enhance student learning in the classroom, including 5 iPads that students can check out at any time. Wireless access is available throughout the library.

The library’s collections consist of over one million cataloged monographs, serials and other hard copy items, including 13,472 audiovisual items in the media collection, and 3,202 print subscriptions to journals and other periodicals. The print subscriptions are supplemented by 388,290 electronic books and 110,032 electronic journals, which are available online and 24/7/365. All faculty and students with a valid College of Charleston account may access these electronic resources from anywhere in the world.

The library is a member of the Partnership among South Carolina Academic Libraries (PASCAL), a consortium of the state’s academic libraries together with their parent institutions and state agency partners. PASCAL fosters cooperation on a broad range of issues such as shared licensing of electronic resources (including unlimited access to over 200,000 e-book titles from major publishers and university presses) and universal borrowing.

Other significant materials can be found in the Lowcountry Digital Library. Established by the College in 2009, the Lowcountry Digital Library (LCDL) produces digital collections and projects that support research about the Lowcountry region of South Carolina and historically interconnected sites in the Atlantic World. LCDL is committed to a multifaceted approach that incorporates historical and anthropological scholarship, oral history, integrative archival practices, digital librarianship, and spatial, temporal, and environmental information. Together with its institutional partners, LCDL helps students, scholars, and a wide range of public audiences develop a better understanding of the history and culture of the South Carolina Lowcountry relative to the nation and the world. In order to provide a well-rounded digital collection, the library works with over 17 partner institutions across the coastal region of South Carolina and Barbados to digitize and describe unique local resources while adhering to national best practices and standards, ensuring the overall quality, accessibility and sustainability of these digital resources.

The Addlestone Library completed a major renovation project in the summer of 2014, adding 200 seats for students, new outlets for charging laptops, tablets and other mobile devices, and a new high-tech lecture room that doubles as added study space for students. 14

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Library Resources specifically for supporting Environmental Geosciences

Because of the interdisciplinary nature of this program, the environmental studies and the geology subject areas were assessed collectively. The current quantitative count of the College of Charleston Libraries’ holdings in the subject areas of environmental studies and geology are 6,486 print monographs, access to 615 eBooks, 55 print journals, 3 of which are still being actively collected in geology, and 383 e- journals, available through a number of databases to which the College of Charleston Libraries subscribes.

Core Books. Published in 2011 by the Association for College and Research Libraries (ACRL), the Standards for Libraries in Higher Education states that “Libraries are encouraged to use existing institutional peer groups, where available, for comparisons” (ACRL, 2018). However, it can be quite difficult to compare the collection of an entire subject area from one institution to another. Therefore, for the purposes of this proposal, the holdings of the College of Charleston Libraries have been compared to both a select list of recommended academic titles in the field as well as the holdings of an institution (the University of Minnesota) named by the Department of Geology and Environmental Geosciences that hosts a peer program. The select list of titles were recommended for the past three years (2017-2019) by Choice magazine as Outstanding Academic Titles in the subject areas of environmental studies and Earth science. Choice is published by ACRL and is a well-known quality resource for book selection in academic libraries.

Currently, the College of Charleston Libraries holds, or has access to, 70.4% of the titles, either in print or as an eBook, recommended by Choice in their Outstanding Academic Titles series for the past three years (2017, 2018, 2019) in both environmental studies and Earth science. Comparatively, the University of Minnesota holds 45% of the Outstanding Academic Titles in these subjects. Because the University of Minnesota already has established Earth Science, Environmental Geosciences, and Environmental Sciences, Policy and Management programs, the College of Charleston’s holdings of Outstanding Academic Titles in these fields are impressive, especially considering that the College of Charleston’s only current environmental studies offerings are an interdisciplinary minor.

Core Journals. Access to quality journal titles is essential to any academic research. The College of Charleston Libraries currently has access to 10 of 10 titles ranked by SCImago Journal & Country Rank (https://www.scimagojr.com/) (2018) as the top ten journal titles in the field of Geology. The Libraries’ also hold 6 of 10 titles in Environmental Science, 10 of 10 titles in Global and Planetary Change, and 9 of 10 titles in the Environmental Science (miscellaneous) subject area, which are all ranked in the top 10 of their respective subject areas by SCImago. These are available through a mix of subscription and open- access databases through the library’s website. The following is a sample of SCImago top ranked journals held by the College of Charleston:

Remote Sensing of Environment (1969-present) Gondwana Research (1997-present) Geology (1973-present) Journal of Metamorphic Geology (1997-present) Quaternary Science Reviews (1982-present) Lithos (1968-present) Anthropocene Review (2014-present) Precambrian Research (1974-present) Progress in Oceanography (1963-present) Rock Mechanics and Rock Engineering (1997-present) Annual Review of Ecology, Evolution, and Systematics (1996-present) Chem (2016-present) Global Environmental Change (1960-present) Global Change Biology (1997-present) WIREs Climate Change (2010-present) Global Biogeochemical Cycles (1987-present) Journal of Agrarian Change (2001-present) 15

ACAP, 3/25/2021 2.j Journal of Advances in Modeling Earth Systems (2009-present) Environmental Innovation and Societal Transitions (2011-present) Proceedings of the Royal Society B: Biological Sciences (1990-present) Environmental Research Letters (2006-present) Environmental International (1978-present) Organization and Environment (1997-present) Regional Studies (1997-18 months ago)

A complete listing of e-journals accessible at the College of Charleston Libraries in the fields of Geology and Environmental Sciences can be found at the following links:

● Geology: https://yj7af6lf2u.search.serialssolutions.com/?V=1.0&N=100&L=YJ7AF6LF2U&S=AC_T _B&C=Geology ● Environmental Sciences: https://yj7af6lf2u.search.serialssolutions.com/?V=1.0&L=YJ7AF6LF2U&N=100&SS_sear chTypeJournal=yes&S=SC&C=110123

Core Databases. The Library Research Guide for “Environmental Geology” (https://libguides.library.cofc.edu/srch.php?q=environmental+geology) does an excellent job pointing undergraduate students and faculty to the most commonly used titles and resources. Core databases for Environmental Geology include the following:

● GeoRef. Comprehensive geoscience database that includes references to geoscience maps, serial, and non-serial literature, all publications of the U.S. Geological Survey, master’s theses and doctoral dissertations from US and Canadian universities. North American resources from 1669; worldwide coverage from 1933. ● ScienceDirect Journals. Full-text scientific database offering journal articles and book chapters from nearly 2,500 journals and more than 30,000 books. ● Academic Search Complete. Comprehensive scholarly, multi-disciplinary database containing thousands of full-text peer-reviewed journals with some content dating to 1887. ● Web of Science. Provides quick, powerful access to the world's leading citation databases. Current and retrospective coverage in the sciences, social sciences, arts, and humanities, dating from 1980. ● Agricultural and Environmental Science Collection. Comprehensive, scholarly, and multi- disciplinary database containing thousands of full-text peer-reviewed journals. Some content dating to 1887. ● JSTOR. JSTOR offers archival journal collections in the humanities, social sciences, and sciences. ● Science Reference Center. Contains full-text for hundreds of science encyclopedias, reference books, periodicals, and other reliable sources. In addition, the database includes high-quality science images from sources such as UPI, Getty, NASA, National Geographic, and the Nature Picture Library. ● ProQuest Dissertations & Theses Global. World’s most comprehensive international collection of dissertations and theses, spanning from 1743 to the present day. ● Science (Gale in Context). Comprehensive curriculum-oriented database of reference and periodical content covering Life Science, Physical Science, Earth and Space Science. ● Oceanic Abstracts. Abstracts of scholarly journal articles in the areas of marine biology and physical oceanography, fisheries, aquaculture, non-living resources, meteorology, and geology. Also includes environmental, technological, and legislative topics.

ACAP, 3/25/2021 2.j ● Environmental Studies (Gale in Context): (GREENR). Focuses on the academic study of sustainability and the environment. Covers physical, social, and economic aspects of environmental issues. Navigate issue, organization, and country portals. ● GreenFILE. Scholarly, government and general-interest titles covering content about the environmental effects of individuals, corporations, and local/national governments.

Based on this evaluation conducted by the Collection Development Librarian for this proposal, the College of Charleston Libraries’ print holdings in the subject area of environmental studies and geology are sufficient to support a small, new undergraduate program in Environmental Geosciences. The print collection is fairly large and shows good circulation (~2 checkouts per title).

Student Support Services Explain how current academic support services will support the proposed program. Identify new services needed and provide any estimated costs associated with these services.

In addition to the library and learning resources, a number of academic and student support resources are available to students at the College of Charleston.

• Information Technology: A variety of computing resources are available to students, including a COUGARS email account and student computing system assistance. A dedicated student help desk is available to students via email or telephone. • Center for Disability Services: The College of Charleston is committed to ensuring that all programs and services are accessible to a diverse student population. The center provides reasonable and effective accommodations to facilitate student learning, and offers educational opportunities to students, faculty, and staff that enhance understanding of a broad spectrum of disabilities and promotes an environment of institutional respect for disabilities. • Office of Research and Grants Administration (ORGA): ORGA is the central resource for information and assistance regarding major government agencies, foundations, and corporations that support research and scholarship. Dedicated staff is available to provide assistance to faculty, students, and administrators in identifying extramural funding sources, developing funding and completing proposals, developing narratives and budgets, ensuring compliance with federal and state regulations, negotiating grant awards and contracts, and administering funded projects. • Center for Student Learning (CSL): CSL provides students with academic assistance to facilitate effective learning strategies. Supplemental instruction, study groups and study skills seminars are scheduled throughout each semester. • Career Center: The Career Center is a multifaceted resource center with a goal of educating and assisting students in preparing for transition to the dynamic work environment. • Bookstore: Barnes & Noble College Booksellers manages the College of Charleston Bookstore, which houses an extensive selection of periodicals, best sellers, and feature titles that reflect the breadth and depth of scholarship at the college. • Cougar Card Services: All students will receive a Cougar Card. This official College of Charleston identification card connects students to all campus resources. • Resource Coordinator: The Resource Coordinator acts as an impartial party who gives guidance and/or explanations of policies and procedures for employees, faculty and students who encounter problems arising from the operation of the college and who request assistance in identifying the proper person, office, policy, or procedure that can best address their particular situation. • Dining Services: A variety of dining options located throughout the College of Charleston campus are available to students. • Attorney Assistance Program: Up to one hour of legal services are available on a pro bono basis to students who face a variety of financial or legal difficulties. • Campus Recreation Services: A number of fitness facilities and a swimming pool are available to students to enhance their overall physical wellness. • Counseling and Substance Abuse Services: The mission of the College’s Counseling and Substance Abuse Services is to increase student psychological resilience and personal growth to support persistence and success in school. 17

ACAP, 3/25/2021 2.j • Student Health Services: Student Health Services provide quality primary health care in an ambulatory setting. The center provides students with access to early diagnosis and treatment of the conditions that they have or develop while in attendance at the College, and promotes awareness of the importance of regular health maintenance • Office of Victims Services: Services are available to College of Charleston students regardless of whether the crime occurs on campus or the student elects to file an official police report or not. Certified victim assistance specialists provide support for both short and long-term issues associated with trauma and victimization issues, and help students address issues related to the crime and its impact on the college experience. • Office of Institutional Diversity (OID): The Office of Institutional Diversity offers education, training, resources, and support for all students, faculty, and staff. OID fosters and advocates for a globally diverse campus at the College of Charleston.

Physical Resources/Facilities Identify the physical facilities needed to support the program and the institution’s plan for meeting the requirements.

Existing classroom spaces in the School of Sciences and Mathematics Building (SSMB) at the College of Charleston serve Geology students, and these classrooms will be available for Environmental Geosciences classes. There is room in the weekly schedule to add the new courses to serve the proposed major. We have two research laboratory rooms (SSMB 236 and 257) with environmental sample analysis instrumentation: gas chromatograph, inductively coupled plasma mass spectrophotometer, water isotope analyzer, ion chromatograph, and IDEXX coliform analyzer. Our faculty work with students who are interested in learning these technologies, which are important in many environmental careers. The faculty members supervise and mentor students in individual enrollment projects in these areas. The equipment and instruments will be used as part of the instruction in core courses for the Environmental Geosciences major.

Equipment Identify new instructional equipment needed for the proposed program.

Existing equipment as mentioned above, used by Geology & Environmental Geoscience faculty for the existing Geology-B.S. and Geology-B.A. programs will be available for Environmental Geosciences-B.S. students. A minor amount of program-specific equipment, such as environmental geosciences field equipment--water quality testing kits, soils samplers, water well materials--is budgeted to support the new courses Critical Zone Science and Field Methods: Environmental Geosciences.

Impact on Existing Programs Will the proposed program impact existing degree programs or services at the institution (e.g., course offerings or enrollment)? If yes, explain. Yes No

As described above, new students may opt for Environmental Geosciences instead of Geology, and the enrollment shift can be managed with minimal impact because all programs are served by the same faculty. Students in the Environmental and Sustainability Studies (ENSS) minor may wish to add Environmental Geosciences as their major, but there is a large diversity of majors that ENSS minors choose, i.e., Anthropology through Urban Studies, and therefore impact to any one existing major is expected to be small.

ACAP, 3/25/2021 2.j

Financial Support

Sources of Financing for the Program by Year 1st 2nd 3rd 4th 5th Grand Total Category New Total New Total New Total New Total New Total New Total $161,642 $161,642 $298,416 $298,416 $447,624 $447,624 $621,700 $621,700 $808,210 $808,210 $2,337,592 $2,337,592 Tuition Funding Program-Specific $1,500 $1,500 $3,900 $3,900 $5,775 $5,775 $7,800 $7,800 $9,975 $9,975 $28,950 $28,950 Fees Special State Appropriation Reallocation of Existing Funds Federal, Grant, or Other Funding Total $163,142 $163,142 $302,316 $302,316 $453,399 $453,399 $629,500 $629,500 $818,185 $818,185 $2,366,542 $2,366,542 Estimated Costs Associated with Implementing the Program by Year 1st 2nd 3rd 4th 5th Grand Total Category New Total New Total New Total New Total New Total New Total Program Administration and Faculty/Staff Salaries $0 $46,040 $3,770 $95,850 $3,770 $182,175 $7,540 $243,495 $11,310 $247,265 $26,390 $814,825 Facilities, Equipment, Supplies, and Materials $1,500 $1,500 $3,900 $3,900 $5,775 $5,775 $7,800 $7,800 $9,975 $9,975 $28,950 $28,950 Library Resources Other (specify) Total $1,500 $47,540 $7,670 $99,750 $9,545 $187,950 $15,340 $251,295 $21,285 $257,240 $55,340 $843,775 Net Total (Sources of Financing Minus Estimated Costs) $161,642 $115,602 $294,646 $202,566 $443,854 $265,449 $614,160 $378,205 $796,900 $560,945 $2,311,202 $1,522,767

ACAP, 3/25/2021 2.j Budget Justification Provide an explanation for all costs and sources of financing identified in the Financial Support table. Include an analysis of cost-effectiveness and return on investment and address any impacts to tuition, other programs, services, facilities, and the institution overall.

REVENUE: Tuition Funding

Standard carve-outs (e.g. capital improvement fee, athletic fee, student activity fees, etc.) have been deducted from the Tuition Funding revenue line item that was calculated based on 2/3 in-state student and 1/3 out-of-state student distribution using 2019-2020 rates. Furthermore, in order to estimate a realistic amount of actual/available revenue that would go directly to covering the new costs associated with this program, a 22.98% deduction (as determined by the CofC CFO) for “Institutional Cost” was also taken off the top. The result is the following revenue per student model:

2/3 (in-state) * [$12,939 (annual tuition) - $3,614 (standard carve-outs)] + 1/3 (out-of-state) * [$33,269 (annual tuition) - $3,614 (standard carve-outs)] = $16,102 per student before Institutional Costs are subtracted.

When the Institutional Costs are subtracted, that leaves: $16,102 - 22.98% = $12,434 per student that is left over to directly support the program.

Therefore, 13 students during the first year of the program translates to $161,642 in net revenue (what is left over after standard carve-outs and institutional costs) in Year 1. The other years are calculated in a similar fashion based on the projected enrollments of 24, 36, 50, and 65 in Years 2-5.

COSTS: Existing Faculty, New Adjuncts, and Materials Costs

Given the existing faculty and other resources that are in the Geology and Environmental Geosciences Department, this program is financially a very low risk endeavor for the College of Charleston. No new full-time faculty are needed. No new facilities and equipment are needed.

Existing Faculty Reallocation of Teaching + Adjuncts

This new program requires the following re-allocation of existing Geology and Environmental Geosciences faculty resources during Fall and Spring semesters. The average salary of a Geology and Environmental Geosciences fulltime faculty member is $74,000 + 40% fringe = $103,600. The normal teaching load is 18 hours per year, meaning each GEOL course hour costs $103,600 / 18 = $5,755 to deliver. Additionally, adjunct instructors may be needed starting in Year 2 in order to offer enough sections of core courses to both Geology majors and Environmental Geosciences majors. Therefore, adjunct salaries are also accounted for in our analysis: $2,900 pay + 30% fringe = $3,770 per adjunct.

Year GEOL Running Existing Faculty Adjuncts Total Instructor Hours Total Salary Costs 1 8 new 8 8 x $5,755 = $46,040 $0 $46,040 2 8 new 16 16 x $5,755 = $92,080 1 x $3,770 = $3,770 $95,850 3 15 new 31 31 x $5,755 = $178,405 1 x $3,770 = $3,770 $182,175 4 10 new 41 41 x $5,755 = $235,955 2 x $3,770 = $7,540 $243,495 5 0 new 41 41 x $5,755 = $235,955 3 x $3,770 = $11,310 $247,265

ACAP, 3/25/2021 2.j

Materials and Travel for Field Trips

The department will need to purchase extra supplies and materials and cover costs for travel for field trips related to the courses to support this program. Starting in Year 1, we estimate that $1,500 will be needed to purchase equipment to do environmental sampling and monitoring (soils, groundwater, creeks) that also will involve bring samples back to the lab for analysis, conducted by students and supervised by faculty. Travel costs per field trip in the Charleston metropolitan area will be about $100; assuming 10 trips per year total for all Environmental Geosciences courses that is a total of $1,000 per year. Field and lab materials costs for sampling and monitoring would total $500 per year. These costs are expected to grow along with the program as it attracts more students and additional sections of the courses are offered.

Evaluation and Assessment

Student Learning Outcomes Aligned to Program Objectives Program Objectives Methods of Assessment Method 1: Students will demonstrate their Students will understanding of Earth System Science demonstrate principles and explain major past and current understanding of Earth global change in GEOL 253: Earth System as a system and its Science final exam. At least 70% of all students resources, cycles, will score 75% or higher on the exam. 1. Earth as a System climate feedbacks, both Method 2: Students will demonstrate basic ancient and modern sustainability principles and how humans can examples of global sustainably use Earth resources in GEOL 291: change, and Water Resources or GEOL 313: Critical Zone sustainability principles. Science final exam. At least 70% of all students will score 75% or higher on the exam. Method 1: Students will apply their understanding of Earth System Science principles by completing an investigative research project on a major past or current Students will use critical global environmental change problem in GEOL thinking to apply 253: Earth System Science. At least 70% of all knowledge on students will score 75% or higher on the project. 2. Earth Cycles biogeochemical cycles to Method 2: Students will apply their explain data on past understanding of biogeochemical cycles by changes and predict completing an investigative research project that future changes characterizes how major Earth systems interact with the Critical Zone in GEOL 313: Critical Zone Science. At least 70% of all students will score 75% or higher on the project. Method 1: Students will interpret and present spatial and temporal data to analyze natural Students will systems in GEOL 402: Geospatial Science, demonstrate GEOL 438: Hydrogeology, GEOL 441: Pollution understanding on how to in the Environment, or GEOL 442: Geological 3. Large-Scale Data collect, interpret and Application of Remote Sensing final exam. At present spatial and least 70% of all students will score 75% or higher temporal data to analyze on the exam. natural systems Method 2: Students will independently collect, interpret and present spatial and temporal data to analyze natural systems in GEOL 402: 21

ACAP, 3/25/2021 2.j Geospatial Science, GEOL 438: Hydrogeology, GEOL 441: Pollution in the Environment, or GEOL 442: Geological Application of Remote Sensing research project. At least 70% of all students will score 75% or higher on the project. Method 1: Students will review environmental geoscience research and present findings in written, oral, and/or visual format in GEOL 313: Critical Zone Science final research project. At least 70% of all students will score 75% or higher on the project. Students will apply Method 2: Students will demonstrate ability to knowledge on conducting independently conduct field work and collect 4. Communicating field work by presenting original data as well as present data in written, Science written, oral, and/or oral, and/or visual format in GEOL 362: Field visual products of their Studies in Environmental Geosciences, GEOL work 364: Field Studies in Water Resources in the Developing World, or GEOL 365: Field Studies in Geology and Environmental Geosciences in Africa. At least 70% of all students will score 75% or higher on the project #3 in one of these courses.

Curriculum Map

1. Students will demonstrate understanding of Earth as a system and its resources, cycles, climate feedbacks, both ancient and modern examples of global change, and sustainability principles. 2. Students will use critical thinking to apply knowledge on biogeochemical cycles to explain data on past changes and predict future changes. 3. Students will demonstrate understanding on how to collect, interpret and present spatial and temporal data to analyze natural systems. 4. Students will apply knowledge on conducting field work by presenting written, oral, and/or visual products of their work.

Required Core Courses SLO 1 SLO 2 SLO 3 SLO 4 GEOL 103 Environmental Geology I I GEOL 103L Environmental Geology Laboratory I I GEOL 105 Earth History I R GEOL 105L Earth History Laboratory I R GEOL 253 Earth System Science R I R GEOL 272 Stratigraphy and Sedimentation R R GEOL 291 Water Resources R R GEOL 313 Critical Zone Science R R GEOL 362, 364, or 365 Field Studies M, D M, D M, D M, D GEOL 492 Senior Seminar M M M M

I – Introducing, R – Reinforcing, M – Mastering, D – Demonstrating

Explain how the proposed program, including all program objectives, will be evaluated, along with plans to track employment. Describe how assessment data will be used.

ACAP, 3/25/2021 2.j The College of Charleston’s institutional effectiveness (IE) assessment model engages broad-based participation and encompasses several key faculty, staff, and administrator roles. The IE assessment model is an ongoing, broad-based process and involves collaborations between assessment coordinators, the Dean’s Assessment Committees (DACs) members at the school level, the Administrative Assessment Committees (AACs) members at the division level, the chairs of the DACs and AACs who comprise the Institutional Assessment Committee (IAC), the provost or executive vice presidents, and the president.

Assessment coordinators (faculty and staff members) work collaboratively with colleagues in their programs or units to develop an assessment plan and report and coordinate their programs' or units' ongoing assessment processes. The DACs are school-level assessment committees that exist for each school or college. The DAC consists of faculty across the varying disciplines. These committee members serve as mentors and work collaboratively with their programs to assist the assessment coordinators in their assessment efforts and to provide a review of the quality of the assessment reports based on established criteria provided in the institutional assessment rubrics. The rubrics replaced reviewer-rating scales that were in effect from 2011-2012 to 2014-2015. The DAC members use rubrics to focus discussion on the rubric indicators for increasing quality of assessment plans and results. The chair of each DAC serves on the IAC.

The IAC is an institutional-level committee that consists of the DAC and AAC chairs. The IAC ensures the quality of the reviews conducted by the DAC and AAC through its oversight of the review process. Annually, each member of the IAC presents a DAC or AAC report about the quality of the results and plans. It contains program or unit examples and use of results to make improvements. Committee rosters and meeting minutes are archived at the Office for Institutional Effectiveness and Strategic Planning (OIEP) website. The executive vice presidents (EVPs) and the president review a random sample of completed rubrics for academic programs and administrative units and provide additional feedback, if necessary. The Office for Institutional Effectiveness and Strategic Planning (OIEP) serves as a support office for assessment coordinators, AAC members, DAC members, IAC members, EVPs, and the president.

Assessment Process and Components of Assessment Reports: The College follows an annual assessment cycle with plans due in early fall and results reports due at the end of the spring term. Assessment coordinators (faculty and staff members in each academic program and administrative unit) for each program or unit work with all program faculty or staff members to develop a plan with outcomes consistent with the mission, select and implement measures, analyze results, and plan for improvements based on the results that are then assessed in the subsequent plan. There are two phases of the collaborative process that represent the two parts of an assessment report. Assessment coordinators (1) develop a plan with outcomes and measures and (2) analyze results for each measure and use results to make changes in curriculum, pedagogy, or operations. Coordinators also provide necessary changes in the use of results and assessment summary sections in Compliance Assist.

Broad-based Participation, Periodic Review, and Quality Assurance Process: Broad-based participation is the foundation of the College’s IE assessment model. Broad-based participation is characterized by active involvement and contributions of faculty, staff, and administrators who are organized into DACs or AACs. Deans, associate vice presidents, and executive vice presidents oversee the implementation of assessment plans and results in their respective schools or divisions. The president provides institution-wide leadership to the IE assessment process and gives the charge to the IAC.

The assessment coordinators submit the plans and results for review to the assigned DAC or AAC. The assigned DAC or AAC mentor and DAC or AAC chair in each school or division review the quality of the assessment plan and reports based on established criteria defined in the IE assessment rubrics: the assessment plan rubric and the assessment results rubric.

These rubrics are a tool for providing specific feedback and replace a previous feedback instrument to improve the quality and increase the rigor of the assessment plans and reports by setting expectations and promoting discussion. The Assessment Plan Rubric and the Assessment Results Rubric enhance the collaborative process to deepen the culture of assessment.

ACAP, 3/25/2021 2.j Based on feedback from DAC and AAC, assessment coordinators (faculty and staff members) have the opportunity to revise and improve the quality of plans and reports and resubmit to the assigned committee member and chair, who serves on the IAC. The results and plans go through this iterative review process until the DAC or AAC chair approves the results and plans. The EVPs and the president review a random sample of completed rubrics for programs and administrative units and provide additional feedback, if necessary.

Institutional Support. The OIEP provides customized consultations and conducts workshops for faculty, staff, assessment coordinators, and DAC, AAC, and IAC members to support the annual IE assessment process. The OIEP maintains Compliance Assist, which allows academic programs and administrative units to submit assessment plans and results reports. The OIEP also plans, coordinates, administers, and publishes results from several national and enterprise-level surveys conducted at the College of Charleston.

Tracking Employment. The program director will track student employment statistics for our graduates at the local, state, national, and international levels.

Use of Results: Closing the Loop. It is the responsibility of the assessment coordinator (Geology & Environmental Geosciences department head) to assess all student learning outcomes. The data collected as a part of assessment will be analyzed to see how well the listed student outcomes were achieved. Based on the results, the assessment committee in consultation with the department will develop an “action plan” that includes but is not limited to revisiting the performance level set as well as other programmatic changes. Program assessment will be done on a continuous basis to improve the quality of the Environmental Geosciences program offered at College of Charleston.

Accreditation and Licensure/Certification

Will the institution seek program-specific accreditation (e.g., CAEP, ABET, NASM, etc.)? If yes, describe the institution’s plans to seek accreditation, including the expected timeline. Yes No

Will the proposed program lead to licensure or certification? If yes, identify the licensure or certification. Yes No

Explain how the program will prepare students for this licensure or certification.

If the program is an Educator Preparation Program, does the proposed certification area require national recognition from a Specialized Professional Association (SPA)? If yes, describe the institution’s plans to seek national recognition, including the expected timeline. Yes No

Environmental Consulting & Contracting

November 11, 2020 Subject: A Recommendation for the College of Charleston’s Environmental Geoscience Studies To Whom if May Concern: Having not written a letter of recommendation of this nature before, I do not know where to begin. So I will explain what the Geology Department has done for me, as my own situation is the one I know best. I started in Geology by taking “Rocks for Jocks” as an art history major pursuing art restoration but did not know which chemistry classes would be appropriate. I switched all of my curriculum to sciences to pursue a major in Geology after my first class. I remember describing the contact I had with my professors and the smaller class sizes to a friend attending a much larger university. He was stunned and jealous. Over the years, I have come to understand why. This faculty provided support, taught me how to write a resume, acted as my references, helped me get my first job and have provided me with employees for over 30 years. I have seen so many other graduates benefit and succeed as well. In the 35 years since graduation, I am pleased to see that C of C’s Geology Department has grown its course base and has acquired equipment and professors to teach the students about environmental studies and how to solve problems to which we had no answers in the early 1980s when I started my career. An Environmental Geosciences Studies will prepare graduates to tackle the local, regional, national, and global challenges at our very door steps, such as climate change, flooding, alternative energy, waste reduction/ management, and urban reclamation, amongst others. We need graduates who understand these issues and help identify fresh solutions with their creative minds and “change the world” attitude. And they will need the same support from professors and administrators like my class needed when it graduated, like helping develop resumes, introducing them to prospective employers in the industries needing trained geologists (such as environmental/engineering consulting), and taking field trips to facilities where geologists are critical to its success. The seemingly little things led to a 35-year career and helped me break the glass ceiling as a female in the mining and environmental geoscience fields. Sincerely,

Nina G. Marshtein, SCPG Project Director SCS ENGINEERS

1400 Pierside Street, Suite A, North Charleston, SC 29405| 843-746-8525 |eFax 703-471-6676 July 21, 2020

Dr. Tim Callahan College of Charleston Department of Geology and Environmental Geosciences 66 George Street Charleston, South Carolina, 29424

Dear Dr. Callahan,

I am writing to express Charleston Waterkeeper’s full and unqualified support for the creation of a new Bachelor’s degree program in Environmental Geosciences at the College of Charleston.

As an alum of the Masters in Environmental Studies program and regular host for both undergraduate and graduate interns from the College, I am sure the new Environmental Geosciences degree program will produce high quality students and emerging leaders prepared for career opportunities in the environmental field.

Thank you for your efforts to strengthen the College’s commitment to this important work. Charleston Waterkeeper stands ready to be a community partner and assist your efforts however we can be effective. Please never hesitate to be in touch.

Sincerely,

Andrew J. Wunderley Executive Director and Waterkeeper

November 3, 2020

Dr. Tim Callahan Professor and Chair Department of Geology and Environmental Geosciences College of Charleston Charleston, SC 29424

Re: New major in ENVIRONMENTAL GEOSCIENCES

Dear Dr. Callahan:

I was pleased to hear that the College of Charleston has proposed to create a new Bachelor’s degree program in Environmental Geosciences. On behalf of the S.C. Sea Grant Consortium, I can say that the need for such a program to train students in environmental geosciences is strong given the ever- increasing threats presented by a changing climate, uncertain weather patterns, physical alterations of the terrestrial landscape, and the changing dynamics of our coastal, estuarine, and riverine shorelines.

The program of study as described should provide students with a strong background in the environmental and geological sciences, positioning them well for further studies in graduate school and preparing them for career opportunities in a variety of environmental fields.

Thank you for the opportunity to provide this letter, and looking forward to hearing more about the new major as it takes shape.

Sincerely,

M. Richard DeVoe Interim Executive Director