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The Hebrew University of Jerusalem Faculty of Mathematics and Natural Sciences The Hebrew University of Jerusalem Faculty of Mathematics and Natural Sciences The Fredy and Nadine Herrmann Institute of Earth Sciences Self Evaluation Report for the year 2011 Written by Yigal Erel (Head), Boaz Lazar (Head of the Teaching Program), Amotz Agnon, Yehouda Enzel, Alan Matthews, Oded Navon, Daniel Rosenfeld, Magi Perkin (secretary of the studies program), and Dikla Hanuka (secretary of research funds) November 2011 Table of Contents Executive summary i Chapter 1 – The institution, the Hebrew University (HUJI) 1 Chapter 2 – The parent unit, The Faculty of Mathematics and Natural Sciences 3 Chapter 3 - The Evaluated Study Program 10 3.1. The Goals and Structure of the Study Program 10 3.2. The Study Program – Contents, Structure and Scope 14 3.3. Teaching and Learning Outcomes 19 3.4. Students 25 3.5. Human Resources 33 3.6. Infrastructure 38 Chapter 4 – Research 44 Chapter 5 - The Self-Evaluation Process, Summary and Conclusions 26 Appendix list 71 Executive Summary A short summary of the main strengths and weaknesses that were pointed out in the self- evaluation process. A short description of the actions the Institution, the Parent Unit and the Department are going to take in order to improve the weak points that were found. A brief statement as to the extent which the Study Program has achieved its mission and goals and whether the outcomes comply with its mission statement. Are the Institution, Parent Unit and Department satisfied with the outcomes of the Study Program? The current evaluation of the Institute of Earth Sciences (IES) of the Hebrew University of Jerusalem (HUJI) is the fourth such process conducted since 2005. The first was carried out by an external committee chaired by Prof. Hanoch Gutfreund, former president of HUJI, and included Profs. Edward M. Stolper (Caltech), Francois Morel (Princeton University), Kerry Emanuel (MIT), and Vincent Courtillot (Institut de Physique du Globe de Paris). The Review Committee's overall evaluation was "that the IES is in good health. Both individually and collectively, the quality and standing of the faculty is high, and several faculty members are international leaders in their disciplines. In view of these strengths, which provide a strong platform for future development, the Review Committee believes that by focusing on a few critical issues and by defining for itself distinct areas of research, the Institute can improve its already high national and international standing" (Appendix 1, 1b). The IES subsequently conducted two internal evaluation and planning campaigns (Appendix 2, 3), in which we addressed most of the points made by the 2005 Review Committee. In 2006, we drafted a plan for the years 2006-15 (Appendix 2) and in 2010 we re- evaluated it, made a few amendments, and extended our planning to 2020. Hence, we now have a 10-year plan of operation (2010-20) which touches upon most aspects of the IES’ life. Following these extensive and comprehensive self-evaluations we feel that the IES is in excellent scientific health – it is an active and dynamic academic unit with an unusually cohesive and synergistic team of researchers. One expression of this is our decision in recent years to establish three new inter-disciplinary teaching programs: (1) Climate-Atmosphere- Oceanography Sciences (CAOS) – a BSc program, (2) Hydrology – an inter-faculty MSc program (in conjunction with the Faculties of Agriculture and Social Sciences), and (3) Fossil Energy – an option to specialize within the MSc Geology program. Broadly speaking, we identified several weaknesses and strengths pertaining to our teaching programs, as listed below. We are constantly addressing these points, and re- examine ourselves periodically. Weaknesses: We see a relatively high dropout rate after the first year. Students are taking longer to complete their degrees (undergraduate and graduate) than the university sees as the optimal duration. There is a lack of contact between the IES and its alumni, especially those who do not remain in academe or the general research system. BSc students who conduct independent research projects do not receive adequate credit for doing so (as their counterparts do in the “Honors” system elsewhere). There is a continuous movement away from the traditional bell-shaped grading curve which leads to an inflation in BSc and MSc grades. Over the years, the field of Earth Sciences has become more sophisticated and the need for more instrumentation and computer power has increased. This in turn requires more professional technical staff. However, this is not supported by HUJI. Instead, technical positions are continuously being cut and, as a direct result, we have a hard time maintaining our laboratories. The same can be said with respect to the absorption of new faculty members. The HUJI administration does not always provide sufficient funds required for the proper absorption of new and young faculty and we have had to rely on the good will of established IES faculty members (and their budgets) to provide even the basic equipment they need. Strengths: We have the only Earth Sciences program in Israel offering undergraduate and graduate studies of all three geospheres (lithosphere, hydrosphere and atmosphere). We attract many top MSc and PhD students who graduated from other institutions in Israel (particularly Ben-Gurion University and the Technion), as well as from other HUJI units (Agriculture, Biology, Physics, Computer Science). Our open and informal teaching atmosphere provides the students with fast and easy access to all the teaching staff regarding a broad range of matters – from consulting to complaining. The students are very united and active in the IES academic life. From year one, students at the IES can benefit from professional advice regarding their studies and future directions. We encourage and supervise senior undergraduate students who wish to conduct independent research (some have even published in peer-review journals). A very high percentage of our graduate students (about 40%) continue on toward higher degrees. Graduates of IES programs comprise an important part of the academic and research staff in all institutions of higher education and major research institutes in Israel and in first- class universities abroad. The IES attracts a continuous flow of high-level visitors from abroad, for short and long periods of time, who are keen to take a part in our diverse activities. Our institute is characterized by strong internal and inter-disciplinary collaboration. Beyond (and due to) such professional collaboration, our faculty members are willing to share resources to ensure that the IES as a whole remains on the cutting edge. This can be seen in faculty coming forward when others need financial help for research, equipment, etc., or to share the teaching load when required. Moreover, most of the introductory-level courses and courses for non-Earth Science students are taught by the senior faculty members. We have a small but dedicated administrative and technical staff that helps maintain the IES and its laboratories, and this too contributes to our study programs running smoothly and efficiently. The IES is an active and dynamic academic unit which quickly responds to new directions and challenges in Earth Sciences, be they in Israel, the world, the sea or space. We have a very strong group of bright young faculty members who come from leading institutions abroad armed with the newest concepts and research tools. We have several promising graduate students who look set to help assure our future both at the IES and indeed in the realm of Earth Sciences. Chapter 1 – The Institution 1.1 A brief summary (up to one page) describing the institution and its development since its establishment, including details of the campus(es) where the institution's teaching activities take place (number and location), the faculties in the institution, the over-all number of students studying towards academic degrees in the institution according to degree (first degree, second degree with thesis, second degree without thesis, doctoral degree), the date of recognition by the Council for Higher Education. The proposal to establish a Jewish institution for higher education was raised as far back as 1882, yet the cornerstone of the Hebrew University was only laid in Jerusalem in 1918. On April 1, 1925, the university was officially opened on Mount Scopus. The academic life of the university (courses and research) took place on Mount Scopus until 1948, the year of the establishment of the State of Israel. During the War of Independence, the road to Mount Scopus was blocked and the university was forced into exile; it continued its activities thereafter in rented facilities scattered throughout various parts of Jerusalem. In 1955, the government of Israel allocated land in the Givat Ram neighborhood for a new Hebrew University campus. In 1967, the road to Mount Scopus was reopened, and in the early 1970s, academic activities were restored on the Mount Scopus campus. The Hebrew University in Jerusalem was accredited as an institution of higher education by the President of Israel, Mr. Yitzhak Ben-Zvi, in accordance with the Law of the Council of Higher Education, 1958, on the 23rd of August 1962. The Hebrew University operates on five campuses: Mount Scopus campus, site of the Faculty of Humanities and the School of Education, the Faculty of Social Sciences, the School of Business Administration, the Faculty of Law and the Institute of Criminology, the School of Occupational Therapy, the School of Social Work, the Truman Institute for the Advancement of Peace, the Center for Pre-Academic Studies, the Rothberg International School, and the Buber Center for Adult Education. Edmund J. Safra campus in Givat Ram, site of the Faculty of Mathematics and Natural Sciences, the School of Engineering and Computer Sciences, the Center for the Study of Rationality, the Edmond and Lili Safra Center for Brain Research, the Institute for Advanced Studies, and the Jewish National and University Library.
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