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Department of Geography Texas State University-San Marcos DEPARTMENT OF GEOGRAPHY TEXAS STATE UNIVERSITY-SAN MARCOS ACADEMIC PROGRAM REVIEW SELF-STUDY REPORT 2001-2007 April 2008 Academic Program Review Self-Study Report Committee Dr. Philip W. Suckling, Professor and Chair (Committee Co-Chair) Mr. Mark Carter, Senior Lecturer (Committee Co-Chair) Dr. David Butler, Professor and Graduate Coordinator Dr. Alberto Giordano, Associate Professor Dr. William DeSoto, Associate Professor of Political Science Ms. Allison Glass, Coordinator of Department Recruiting Ms. Johanna Ostling, Ph.D. student Ms. Monica Mason, Master’s student and 2007 B.S. alumna Assisted by: Ms. Angelika Wahl, Senior Administrative Assistant TABLE OF CONTENTS Chapter Page I. ACADEMIC UNIT DESCRIPTION 1 II. DEGREE AND CERTIFICATE PROGRAM DESCRIPTIONS 3 III. INSTITUTIONAL DATA 13 IV. STUDENTS 19 V. FACULTY 25 VI. RESOURCES 28 VII. CONCLUSIONS AND RECOMMENDATIONS 33 1 I. ACADEMIC UNIT DESCRIPTION A. List the degree and certificate programs offered by the academic unit Undergraduate Majors: B.A. or B.S. in Geography (general) B.S. in Geography (with teacher certification) B.S. in Geography – Resource and Environmental Studies B.S. in Geography – Geographic Information Science B.S. in Geography – Urban and Regional Planning B.S. in Geography – Physical Geography B.S. in Geography – Water Studies Graduate Majors: M.A.Geo (Master of Applied Geography) in Geography M.A.Geo in Geography – Resource and Environmental Studies M.A.Geo in Geography – Geographic Information Science M.A.Geo in Geography – Land/Area Development and Management M.S. in Geography Ph.D. in Geography – Environmental Geography Ph.D. in Geography – Geographic Education Ph.D. in Geography – Geographic Information Science Undergraduate Minors: minor in Geography minor in Nature and Heritage Tourism minor in Geology (departmental responsibility effective Fall 2008) Certificates: Certificate in Geographic Information Systems Certificate in Water Resources Policy B. Describe the vision, mission and goals of the academic unit Department Mission Statement The Department of Geography’s mission is to provide its students with educational experiences of the highest quality and to conduct vital research that produces valuable publications. The department is committed to outstanding teaching and scholarly activities within the framework of academic freedom and diversity of ideas. The Department of Geography is dedicated to the advancement of knowledge and to serving our communities, from local to international. Department Vision and Goals The Department of Geography will continue to strive to have the largest and finest undergraduate geography program in the nation, to lead the discipline with innovative applied work as exemplified by its Master of Applied Geography program, and to strive for national recognition within its research degrees (Master of Science and Ph.D. degree programs), including significant faculty scholarship and grant activity. 2 C. Describe how the academic unit’s goals relate to the mission of the University and College The departmental mission and goals relate directly to those of the University and College of Liberal Arts, which are given in Appendix I.C. D. Provide the website where the academic unit strategic plan may be found See: http://www.geo.txstate.edu/about/strategic_plan.html 3 II. DEGREE AND CERTIFICATE PROGRAM DESCRIPTIONS A.1. Educational goals The educational goals for each program within the Department are outlined in Appendix II.A.1. A.2. Admission requirements and application review process Undergraduate Programs: Students meeting university admission standards may enter the undergraduate Geography programs as pre-majors. To become majors, students must: 1. Complete GEO 1309 or 1310; GEO 2410, and GEO 3301 (i.e. total of 10 semester hours) with a grade of C or higher. 2. Complete 45 or more hours with an overall Texas State GPA of at least 2.25. Master’s Degree Programs: See Appendix II.A.2. Doctoral Degree Programs: See Appendix II.A.2. A.3. Pertinent local, state, national and international studies demonstrating need for the program graduates Data from the National Center for Educational Statistics shows that undergraduate degrees in geography at U.S. institutions of higher education grew by 58 percent between 1987-1988 and 2003- 2004. During that same time period, masters degrees in geography grew by 39 percent and doctoral degrees grew by 53 percent. These rates of growth outpace most other disciplines Geographers are playing an increasingly influential role in non-governmental and quasi-governmental organizations (e.g., the National Academy of Sciences and the National Research Council, the Center for International Forestry Research, the Nature Conservancy, and the Yosemite Institute) (Lawson and Murphy 2007). The need for geography graduates is especially strong in the geotechnology and geo-spatial subfields (Crosby 2005). In January, 2004, Nature magazine featured a “Careers and Recruitment” special called Mapping Opportunities. In it, the U.S. Department of Labor identified geotechnologies as one of the three most important emerging and evolving fields, along with nanotechnologies and biotechnologies (http://www.aag.org/nature.pdf). Within the geo-spatial field, 10-20% growth is projected in demand for employees in transportation and distribution, surveying, planning, mapping and environmental work (Lawson and Murphy 2007). At the Texas level, Geographic Information Systems skill standards have been developed by the GIS Advisory Board and were recognized May 22, 2007, by the Texas Skill Standards Board (TSSB). The TSSB is an advisory board to the Governor and the Legislature. The Board is charged with the 4 development of a statewide system of industry-defined and industry-recognized skill standards for major skilled, sub-baccalaureate occupations with strong employment and earnings opportunities. References cited: Crosby, O. 2005. Geography Jobs. Occupational Outlook Quarterly Online, 49(1). Available at: http://www.bls.gov/opub/ooq/2005/spring/art01.pdf. Lawson, V. and Murphy, A. 2007. Healthy Departments Webpage: ‘Making the Case for Geography.’ Association of American Geographers Healthy Departments Workshop, Baton Rouge, LA. Available at: http://www.aag.org/healthydepartments/Lawson%20Murphy%20HD%20FINAL.pdf A.4. Changes in market demand Geography’s institutional position in US colleges and universities has strengthened over the past since the 1990s. Student numbers have increased, many existing geography programs have expanded, and new programs have been launched. The reasons behind the discipline’s recent growth are heightened public interest in geographical issues, expanding awareness of geography in other disciplines, the geotechnology revolution, the growing job market for geographers, and improvement in geography education in some primary and secondary schools (Murphy 2007). The number of geography degrees awarded increased rapidly in the 1950s and 1960s, followed by a modest decline as baby boomers exited their college years. The number surged again in the 1990s, however, and it seems to have stabilized in recent years. Membership in the Association of American Geographers professional organization has followed a similar trajectory and is currently poised to set a new record. The number of AAG specialty groups has doubled since their inception in 1978, and geographic information science (GIS) now occupies a prominent position within the discipline (Pandit 2004). This positive trend is also present at the academic level, with a distinct increase in the number of advertised positions during the late 1990s as well as a healthy improvement, from the perspective of job seekers, in the ratio of jobs available versus new doctoral graduates (Suckling 2000). References cited: Murphy, A. 2007. Geography’s place in higher education in the United States. Journal of Geography in Higher Education, 31(1): 121–141. Pandit, K. 2004. Geography's human resources over the past half-century. The Professional Geographer 56 (1):12-21. Suckling, P. W. 2000. The academic job market in Geography: Available jobs versus supply of new Ph.D.s. Association of American Geographers Newsletter 35(2): 7-8, 11. A.5. Name of external accrediting body … Not applicable. 5 A.6. Comparison of Texas State program to similar programs in the state, region or nation The Department of Geography at Texas State University is the largest for our discipline in the nation. We have 30 full-time faculty positions including 28 tenured-tenure track lines and two senior lectureships. We routinely employ additional adjuncts for specialized and other needs. For many years, the Department has had the largest number of undergraduate majors in the country. Based upon data from the Guide to Geography Programs in the Americas: 2007-2008, our total number of majors is indeed the largest in the nation (see Appendix II.A.6). Only 14 universities have more than 200 undergraduate geography majors, with only 6 of these above 300 majors. Our total of approximately 500 is by far the largest total. For PhD-granting geography departments, we have the largest total number of graduate student majors (Master’s + doctorate) by a wide margin (see Appendix II.A.6). Most large PhD programs have relatively modest-sized Master’s program, whereas our Master’s program is double the size of our PhD program. Note that of the top 13 graduate programs in size, only Texas State, the University of South Florida, the University of Minnesota, the University of California-Santa Barbara, and
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