Board of Regents Program Action Request Proposal to ... - UC... · 1) Co-PI – Research Grant,...

Board of Regents Program Action RequestProposal to Discontinue a Program of Study

University of Alaska

1a. UA University 1b. School or College 1c. Department or Program

UAF CRCD Environmental Studies

2. Complete Program Title: Certificate in Environmental Studies

3. Type of Program:

Undergraduate Certificate x Associate Baccalaureate

Master's Doctorate Post-Baccalaureate Certificate

4. Type of Action: x Discontinue

Implementation Semester: Fall Year: 2020

5. Other programs affected by the proposed action, including those at other campuses (please list):Program Affected Anticipated Effect

none

Page number of attached summary where effects on other programs are discussed: _______6. Specialized accreditation or other external programcertification needed or anticipated. List all that apply or ‘none’:

7. Aligns with University or campus mission, goals, core themes, andobjectives (list):

None See attached SWOT

Page in attached summary where alignment is discussed: _Page 7_

8. Teachout Plan (attached) x

Submitted by:Chancellor/Provost Date: 3/31/2020

Consensus support of AC Not supported by AC

Recommend approval by VPASR Date:

Recommend disapproval by VPASR

Date:

Revised: 11/11/2019

DocuSign Envelope ID: 36B01D02-CB6F-4E57-9981-06D82023F5AF

April 10, 2020

X

In the Academic Council, this program action was supported by the provosts and the committee as a whole, but concerns were raised by the faculty members. This program is primarily taught through the Bristol Bay campus and provides an introduction for students in rural communities for environmental science.

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SWOT ANALYSIS (Environmental Studies Certificate- ENVI)

GENERAL ADVICE: This is a broad overview and is intended to supplement the data sets and previous more-detailed reviews that the committee will have. Feel free to highlight any changes since the last review or any data points that will provide more context to the committee. Reports should be no more than four pages in total.

STRENGTHS: Much has changed to the ENVI Certificate since it last review in 2014, including a major expansion of the

service region into the Aleutian and Pribilof Islands and addition of three occupational endorsements (OE).

Most of the funds for ENVI Certificate is currently funded by USDA-NIFA Alaska Consortium grant and

an NSF TCUP Grant (NSF ended in 2016) that totals over $250K for salaries, tuition, and travel. Further,

the ENVI program has three new TEVP funding sources for students and faculty bring total cost of the

program down considerably. The PAIR data provided does not show this growth, only assigned FTE to the

ENVI Certificate, and not to the OEs, even though we have put our efforts and faculty time into expanding

classes and gaining graduates in OEs. From 2015 to 2019 the ENVI program taught 161 ENVI courses from

(Table 1). Many of these courses are 1 and 2 credit special topic classes addressing community topics and

are helping the students in the region learn the importance of a college education. These ‘community’ course

offerings experienced substantial growth since 2012. Since then total number of ENVI courses offered have

been steady, indicating that students are learning from the ENVI courses even though the total graduation

numbers in the ENVI Certificate are low. Further, Table 2 shows that 1708 students took ENVI courses

(duplicated) from 2015 to 2019 with a mean of 351.6 students per year, with more students after 2015. Table

3 shows that the ENVI program graduated 96 students from ENVI OEs. These data are not reflected in the

UAF PAIR info. Since ENVI serves a small base in rural AK, its impact in communities is large.

Other accomplishments include continued success of the annual high school Salmon Science Camp and

student involvement in undergraduate research projects. There has also been cooperation with numerous

professional societies such as the Alaska Forum on the Environment. The ENVI place-based curriculum

allows students to collect and present local environmental data to advance the human capital of individuals

and social cohesion of the community in fields such as ecosystem health and sustainable energy fields.

New Grants

1) Co-PI – Research Grant, Copper toxicity to Bristol Bay sockeye salmon larvae under field-relevant water

quality conditions, UAF Sea Grant Program – $250,000 (5% of faculty salary and $10K in internships and

travel for one year). Starts April 2020.

2) Collaborative Research: Pursuing Opportunities for Long-term Arctic Resilience for Infrastructure and

Society (POLARIS), National Science Foundation NNA Grant, Penn. State Univ. – $1,002,990 (10% in

faculty salary and over $20K in internships and travel for 3 years), Starts January 2020.

3) Sub award – Keck Foundation Education Grant, Transcending Barriers to Success: Connecting

Indigenous and Western Knowledge. Alaska SENCER network – $6,000 (travel). Started Jan 2018.

ENVI faculty published 6 peer reviewed papers in reporting period 2015-19. Further, they made 80

conference presentations, including keynote and plenary talks, on topics including ecosystem health,

environmental education, and sustainable energy. ENVI faculty and students have made presentations at

over ten different science conferences in the past five years.

ENVI Certificate students are required to conduct a capstone research project on a local issue mentored by

facility and presented at a conference. In the period 8 students completed a Capstone Research Project.

The learning outcome assessment for the ENVI Certificate shows that graduates are prepared for entry-level

jobs and professional work. Students have become more civic minded and involved environmental

community efforts by learning the importance of engaging in environmental policy and community

development. Further, the Alaska Department of Labor and Workforce Development indicates that the

majority of targeted environmental jobs projected to increase across the State.


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WEAKNESSES: Discuss the weaknesses of your department or program. These are generally internal factors and can include things like lack of faculty in needed areas or insufficient student interest.

The main weakness of the ENVI Certificate is the annual low graduation numbers and low enrollment into

the Certificate program. The PAIR data shows three graduates between 2015 and 2019 in spite of the high

number of students who have participated in ENVI classes in the past 5 years (Table1). Another weakness

it that Bristol Bay Campus has suffered from staff and administrative turn-around these past few years (there

has been three Directors), and has not able to fill some key positions in Student Services and in regional

learning centers. This often makes setting up remote classes and contacting students about opportunities

difficult.

Since the ENVI program is supported primarily on grant funding (USDA and NSF TCUP) , and only receives

UAF administrative support, this makes ENVI highly vulnerable to being cut due to funding if grants are

not secured. Further recent high turnover of Directors and student support staff – the current UAF employees

often do not understand what the ENVI program does making it difficult recruit and advise students.

Another weakness is the limited time that the few CRCD science faculty members have to teach all the

classes needed in such a large region, requiring adjunct faculty to serve the classes in the OEs and community

courses. Further, each year the CRCD science faculty members teach not only ENVI classes but also UAF

CORE science classes (e.g. BIOL 104, GEOG 111, and PHYS 102). The majority of the students taking

these CORE classes have been traditionally CRCD, but increasingly urban students are taking these classes

increasing CRCD costs. These science CORE classes are expensive to teach because of the lab requirement

and ENVI facility members are left to find funding for classes that are not part of their department. This puts

the faculty in a dilemma, should they teach CORE Science classes to increase graduates or serve the region

with more place-based classes. Further, the number of CRCD Science Department members have been

reduced by 40% between 2015 and 2018.

Lastly, the low graduation numbers is also attributed to the fact that many rural students generally do not

wish to take all the required classes for a certificate, such as Math and English. This weakness is a major

reason the ENVI program started three Occupational Endorsements, which are more closely aligned with

the type of education rural students are requesting.


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OPPORTUNITIES: Discuss the opportunities available to your department or program. These generally refer to outside factors and can include things like workforce demand or external funding sources.

The ENVI Certificate has many partners that it teaches classes with including: Bristol Bay Native

Association, Bristol Bay Economic Development Corporation, Rural Alaska Community Environmental Job

Training Program (RACEJT), Southwest Alaska Municipal Conference, Alaska Department of Fish and

Game, US Fish and Wildlife Services, Togiak Wildlife Refuge. Nushagak Telephone and Electrical

Cooperative, Southwest Alaska Vocational and Educational Center (SAVEC), City of Dillingham, City of

Dillingham School District, Southwest Region School District, Lake and Peninsula School District, Alaska

SeaGrant Program, and Bristol Bay 4H Club.

ENVI faculty are working closer with the school districts, and incorporating more high school dual credit

programs with the 3 regional school districts. It is also forming two new pilot partnerships, funding for this

will come from a NSF Tribal Colleges and Universities Program (TCUP) grant proposal that will be written

in 2020:

1. UAA Geography Environment & Society Program – This partnership should help both UAA GEOG Dept

and UAF ENVI Program gain more students by offering an annual UAA field methods class in Dillingham

and an ENVI one credit course How to get a STEM Degree for advanced Bristol Bay high school students.

Participating UAA GEOG students have an option to complete the ENVI Certificate by completing the

remaining ENVI Certificate courses. Further, new UAF BBC students will have an opportunity to visit active

science departments and talk to UAA faculty about STEM degrees and certificates. This exploratory

partnership will be piloted in AY 2020 and 2021 to learn how, and if, it can be successful. Funding for this

partnership should be through a NSF TCUP grant we are currently writing. BBC was awarded a $2.5M 5-

year TCUP grant in the past that funded STEM education in the Bristol Bay region and is currently working

with NSF towards the goal of another TCUP grant.

2. UAF Resilience and Adaptation Program – Then ENVI program hopes to work with this graduate program

and invite some of their students to the Bristol Bay region to not only conduct their own research, but also

work with ENVI students who want to learn how to conduct their own small place-based research project.

By collaborating with these programs, ENVI works to help identify and develop place-based solutions to

some of the important rural problems in environmental-sociological systems. Students can use the tools of

the partners to address challenges and present local solutions in their communities and be informed citizens.

Community members like the ENVI Certificate curriculum because it educates students about the

interconnected, natural/living systems in supporting life and social well-being. These topics are similar to

Alaska native traditions and are the key threats and challenges that society faces (One Health). The ENVI

curriculum also covers sustainability in special topic courses requested by communities (table 2). Thus, the

place-based education often does not mean more degrees but specialized knowledge from individual classes.

This also allows opportunities to incorporate Indigenous Knowledge into teaching practices, including

contributions from elders.

A complete understanding of the benefits of this certificate require a holistic analysis, identifying the social

benefits provided by ENVI courses. Thus, considering the social benefits in the cost effectiveness evaluation

(CEE) would be a better metric for a region where students take classes to get a job or serve their community

but generally are not interested in graduating. This would also give a more complete picture of a program’s

costs and benefits to communities served with CRCD’s goal “To enhance educational equity while

strengthening the sustainability and development of Alaska Native and Rural Alaskan communities.”


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THREATS: Discuss the threats to your department or program. These generally refer to outside factors and can include things like external competition or reduced funding.

PAIR data from 2015 to 2019 show low enrollment and graduation rates. This is in contrast to much higher

number of enrolled students in ENVI OEs. Students have shown a preference for OEs. UAF does not

advertise or promoted OEs or certificates effectively, rather concentrating on Bachelor and graduate degrees.

Online technology is a treat as it often disrupts classes due to the regions poor bandwidth. Most of the classes

have an online component, but students seem to like classes with face-to-face contact with demonstrations.

The regional population has traditionally been taught through close contact with teachers (and elders) via

storytelling and leaning by doing (e.g. subsistence hunting).

The regional population numbers are low with approximately 60% identifying as Alaskan Native. Most

students are first in their family to attend college. With the correct incentives, there are many opportunities

to increase enrollment, but most young students wanting a traditional college experiences leave the region.

The UAF BBC Stay and Save Campaign started in 2014 has increased student headcount but has NOT

increased student graduation rates. Also, do to ENVI’s de-centralized nature and and our small footprint

in the UA system, ENVI has not experienced a mutually-beneficial inclusion in the indigenous programs

portion of UAF.

The ENVI program does have low student graduation rates but it does have enrolled students. Thus, different

objective and systematic outcome metrics are needed that on more than just on graduation rates, GPA, pre-

testing math skills, etc. A crucial question for the UA system is what are the educational needs of rural

regions? Answering this will give a better educational experience to both individuals as well as promote the

welfare of the rural communities. Currently the best model UAF offers are occupational endorsements, but

students still start but often do not complete these as well. We do strive for students to graduate from higher

education degrees but current UAF education model does not seem to work. Thus, for evaluation purposes,

the ENVI Certificate would be better served if evaluation reports included the number of courses offered.

A major threat is how ENVI is required to serve the educational needs of the region with its emphasis on

graduation rates and headcount. UAF BBC surveys have shown that students take classes but do not on

completing degrees or certificates. Rather, they wish to gain specific knowledge for personal or career

reasons. Many students are able to secure local jobs without competing degrees. Local employers have not

required graduation for many students to be hired.

While online instruction does have strengths and offer accessibility, there are threats inherent in the use of

this medium due to poor internet access in southwest Alaska.

1. Instructor Access to Students

Equity and accessibility of instructors to students (and vice versa) via transportation and online technology

is often difficult – Flights are expensive and often on weather delay and students often do not have modern

computers and good internet access to the online learning environment. These are significant issues in rural

areas where there is a large number of families living in poverty. From an administrative point of view, when

students cannot afford accessing the classes they are lost as customers.

2. Computer Literacy

Both students and faculty must possess a minimum level of computer knowledge in order to function

successfully in an online environment. Student success in an online program is dependent on making sure

they can navigate the Blackboard/Collaborate platform, a tool many students still need to learn.

3. Limitations of Technology

User friendly and reliable technology is critical to a successful online program. However, even the most

sophisticated technology is not 100% reliable. Often equipment used in an online program fail. Technology

is intended to be low profile and is used as a tool in the learning process. However, breakdowns do occur at

any point along the system interrupting the class. In situations like these, the technology is neither seamless

nor reliable, detracting from the learning experience.


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Appendix I

Table 1. Environmental Studies Classes offered from 2015 to 2019

YEAR Semester

Total

classes 1 credit 2 credit 3 credit Total by year

2019 Fall 8 5 1 2

Spring 18 15 1 2

Summer 6 5 1 Total 2019 = 32

2018 Fall 11 10 1

Spring 21 17 2 2

Summer 5 4 1 Total 2018 = 37

2017 Fall 15 12 2 1

Spring 15 11 3 1

Summer 1 1 Total 2017 = 31

2016 Fall 15 12 1 2

Spring 19 15 2 2

Summer 4 3 1 Total 2016 = 38

2015 Fall 6 4 2

Spring 16 15 1


TOTALS 161 130 16 15

Table 2. The total ENVI headcount (duplicated) for the years 2015 to 2019, with a mean of 341.6

taking students per year.

Table 3. The total number of graduates of ENVI Occupational Endorsements by year

2015 to 2019 (Total OE graduates = 96).

Year Headcount

2019 321

2018 373

2017 352

2016 499

2015 163

Total 1708

Year Rural Waste

management and

Spill Response

Sustainable

Energy

Rural Water

Quality Tech

2019 12 3 0

2018 12 11 0

2017 8 10 0

2016 15 13 0

2015 0 12 1

Total 47 48 1


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Appendix II

Student Oral and Posters Presentations from 2015 to 2019

• Poster: Christopher, M. and M. Golia. Swimmer’s Itch (Avian Schistomosomes): Expanded Range to Lake

Aleknagik, AK. American Geophysical Institute Virtual Poster Showcase, December 2019

• Poster: Angela Chingliak. A. Can a Gold and Copper Mine Feed a Subsistence Culture? Geoscience Alliance

Conference, Phoenix, AZ, January 31-February 3, 2019,

• Presentation: Susan McCullough. Teaching Sustainability at the Effie Kokrine Charter School, Alaska Forum

on the Environment. Anchorage February 6-10, 2017.

• Presentation: Leilani Luhrs. My Experiences Doing Undergraduate Interdisciplinary Research in Rural

Alaska, Alaska Forum on the Environment. Anchorage, AK, February 6-10, 2017.

• Poster: Leilani Luhrs. Traditional Knowledge and Changing Climate in Togiak. NSF TCUP Research

Symposium, Washington, DC, Aug 15- 16, 2016.

• Presentation: Leilani Luhrs. Climate Change and My Community: Togiak. Western Alaska Interdisciplinary

Science Conference. Dillingham, AK, March 9-12, 2016.

o WAISA 2016 Interdisciplinary Science Student Award

• Presentation: Leilani Luhrs. Student’s Perspective of an Undergraduate Climate Change Course. Alaska

Forum on the Environment. Anchorage February 8-12, 2016.

• Presentation: Jennifer Robinette, UAF’s responsibility to Natural Resources, Agricultural Education and

Research. Western Alaska Interdisciplinary Science Conference, Bethel, AK. April 15-17, 2015.

o WAISA 2015 Community Science Student Award.

ENVI Students Monica Christopher and Mayla Golia and their Virtual Poster for the American Geophysical Union.


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Appendix III

Introduction to the Bristol Bay and Aleutian and Pribilof Islands Service Area

Rural Alaska communities depend on healthy ecosystems to support their culture and subsistence way of

life. UAF BBC Environmental Studies Certificate is a place-based educational program that aims to

improve technical knowledge and skills necessary to allow students to take an active role in the

management of their rural community. This program is housed at the Bristol Bay Campus in Dillingham in

southwest Alaska and serves southwest Alaska including the recently add regions of the Aleutian and

Pribilof Islands. The region cover by UAF BBC extend westward over 1,100 miles from the southwestern

Alaska mainland and distributed over an area of over 100,000 square miles, a region slightly larger than

Ohio, Virginia, Kentucky and Maryland combined.

The ENVI program also includes three Occupational Endorsements 1. Rural Surface Water Quality Testing

2. Rural Waste Management and Spill Response

3. Sustainable Energy

CENTRALITY TO MISSION: The ENVI Certificate meets UAF's core themes through educating a rural undergraduate student population

that is over 60% Alaskan Native. Students are generally non-traditional and the first generation in their

family to attend college. The ENVI Certificate encourages students to participate in undergraduate research

by requiring an ENVI capstone experience (ENVI 265-Introduction to Methods in Environmental Studies

Reporting) that includes presenting original data at a regional science conference. The learning outcome

assessment for the ENVI Certificate shows that graduates are prepared for entry-level jobs and professional

work. For example, students have become involved in rural community development projects and engaged

in environmental policy. At least 30 students have landed jobs such as Rural Landfill Operator, Village

Administrator, and EPA Village Water Quality Specialist.


907-474-7143 907-474-5824 fax

www.uaf.edu/rural

UAF is an AA/EO employer and educational institution and prohibits illegal discrimination against any individual: www.alaska.edu/nondiscrimination/

P.O. Box 756500, Fairbanks, Alaska 99775-6500

Environmental Studies Teach out Plan

If the Board of Regents decision is to eliminate the Environmental Studies Certificate, the

program will provide one year of instruction for its teach out plan. Faculty will be retained over

fiscal year 21 and offer current Certificate required courses in fall 2020 and spring 2021. During

this time the program will also be exploring options for restructure and repackaging of courses.

Sincerely,

Bryan Uher MPA

Acting Dean

College of Rural and Community Development


Degree Program Name Environmental Studies Certificate

PROGRAM DEMOGRAPHICSFY19 Majors 9FY19 Graduates 0FY19 SCH from degree program 430 SCHFY19 UGF allocated to the program $139,818FY19 total program budget $173,748UGF/Major or SCH $325/SCH

STAFFINGTenure-track FTE faculty impacted by program deletion 1Non-tenure track FTE faculty impacted by program deletion 0staff impacted by program deletion 0-- for each of these describe reduction phase-in during teachout reduction after one year

PROGRAM IMPACTSPotential for the program to obtain external funding Program is currenty 55% supported by external fundsImpacts on meeting state or workforce needs impact unclear- no direct workforce needs

PROGRAM UNIQUENESS AND TEACH-OUT PLANIs this program unique in the UA system? If no, describe duplicate or similar programs YesAre there other majors to which the students may transfer (at MAU and at other MAUs)? Potentially Tribal Management Certifcate and Associates degreeWhat reasonable options within your university do students have ? Potentially Tribal Management Certifcate and Associates degree

What reasonable options do students have across the UA System? Program would explore other credentialing for students if Certificate

elimination is recommendedWhat reasonable options do students have for transfer to another university? noneWhat are the on-line options within UA for completion? Some courses are currently online

PROGRAM REDUCTION SAVINGSTotal UGF savings following teachout $139,818Timeline for cost savings and faculty/staff reductions one year


Daniel M. White, Chancellor

P.O. Box 757500 Fairbanks, Alaska 99775-7500

907-474-7112

[email protected]

www.uaf.edu/chancellor/

March 23, 2020

TO James R. Johnsen, President, University of Alaska

FROM Daniel M. White, Chancellor, University of Alaska Fairbanks

RE UAF Expedited Academic Review

In accordance with Regents’ Policy 10.06.10, and as required by University Regulation

10.06.10.C.2, UAF followed the following process for expedited, exceptional Program Review

that was tailored to UAF’s particular financial circumstances. The process and timeline are

included on the Provost’s web site (https://uaf.edu/assessment-review/expedited-review.php).

The effort began last October and we are now nearing the final stages of the process. Remaining

steps are as follows with this step constituting step number 1, below:

1. Monday, March 23 by 5pm - Chancellor recommendations will be sent to the UA

President and VP of Academic, Students, and Research.

2. April 1, 2020 – President’s recommendations go to the SW Academic Council

3. April 9, 2020 – BOR Public Testimony

4. April 13-14, 2020 – BOR Academic and Student Affairs committee meets to discuss

recommendations

5. June 4-5, 2020 – Board of Regents meets to vote on any program changes, including

eliminations.

My program review recommendations are based on my review of the committee’s analysis and

recommendations, dean’s reviews, consultation with the Provost, faculty senate motions, public

input, budget considerations, and our need to make vertical cuts rather than ongoing horizontal

cuts. I did not ask the program review committee to reach a specific budget target because I

wanted to make sure that the review committee members were given the latitude to evaluate all

of the aspects of the programs and not pit programs against one another. As a result, and not

surprisingly, very few program reductions were recommended by the committee. I think that is a

reasonable result of the process to date. While it is true that all of our programs have value,

history, and students, it is also true that some programs will need to be reduced. All aspects of

the university will need to play a part in meeting our budget targets. Furthermore, I have received

feedback imploring me to make some vertical cuts to programs, not just horizontal percentages

from all units. As a result, my recommendations for program reduction are greater than what has

been recommended by the committee. Even with greater reductions, academic programs are only

one aspect of our overall reductions. I continue to focus on reductions in space, functions at the


https://uaf.edu/assessment-review/expedited-review.php

UAF Expedited Program Review

Page 2

edges of our mission, and reducing footprint. And we will continue to identify what work we can

simply stop doing.

Per the review committee’s recommendations we will proceed to deletion the following

programs already suspended.

1. Chemistry

a. BA Chemistry

b. MA Chemistry

c. MS Biochemistry

d. MS Environmental Chemistry

2. Construction Trades Technology

a. AAS Construction Trades Technology

3. Economics

a. MS Resource and Applied Economics

4. Physics

a. MS Computational Physics

b. MS Space Physics

5. Power Generation

a. Certificate in Power Generation

6. Process Technology

a. Certificate in Mining Application and Technology

7. Renewable Resources

a. AAS Renewable resources

8. Sociology

a. BA Sociology

b. BS Sociology

9. Veterinary Science

a. Certificate in Veterinary Science

Per the review committee’s recommendations we will reinstate the following program already

suspended

1. Music

a. Masters in Music, Music Performance

I agree with the review committee’s new recommendations for suspension or deletion in the

following programs:

1. AAS Drafting Technology – Suspension

2. MEd People, Place and Pedagogy – Delete

3. MEd Second Language Acquisition, Bilingual Education and Literacy – Delete

4. Certificate Safety, Health and Environment Awareness Technology – Delete

5. MS Water and Environmental Science – Delete


UAF Expedited Program Review

Page 3

I concur with the committee’s recommendations in all other areas of continuation or deletion

except in the following where I have recommended a different path:

1. Atmospheric science – delete with opportunities for students in existing departments in

similar areas (e.g., physics, chemistry, engineering) including possible alternative

appointments at UAF for research intensive faculty

2. BA Earth Science – delete

3. BA in Arctic and Northern Studies – continue

4. Certificate in Ethnobotany – delete

5. Certificate Environmental Studies – delete

6. Masters of Education, Med Online Innovation and Design – delete

7. Geography – delete with opportunity to recombine with synergistic programs, including

alternative appointments at UAF for research intensive faculty

8. Mining and Geological Engineering – Separate programs. Maintain Mining Engineering

BS and MS. Merge Geological Engineering with Civil Engineering in order to offer the

ABET accredited GE program with fewer resources than currently needed.

The programs above were selected because there are logical paths for many of the students in

those programs to continue pursuing degrees at UAF. It is important to note that only half of our

programs were considered this year. We will look at the other half next year. This means that our

less expensive programs (on a per student basis) will have the same scrutiny.

If UAF’s reduction is ~ $30 million over the next two years, how will these reductions get us

there? We expect less than 10% of the cuts to come directly from academic programs. I do think

that we will identify significant savings for this year as a result of our expedited administrative

review, our shared services model, and continued strategic use of land, facilities and resources.

This is a difficult time within the university and within the state. No decisions made on program

reductions or resource elimination are made lightly. As academic needs, wants and delivery

strategies change, we have to change with them and understand that we are committed to a long-

term strategy and looking to the future. Thank you.

DMW:jdp


907-474-7143

907-474-5824 fax

www.uaf.edu/rural

UAF is an AA/EO employer and educational institution and prohibits illegal discrimination against any individual: www.alaska.edu/nondiscrimination/

P.O. Box 756500, Fairbanks, Alaska 99775-6500

DATE: November 8, 2019

TO: Expended Program Review Committee

FROM: Bryan Uher, Acting Dean, CRCD

RE: Environment Studies

The Environmental Studies (ENVI) program was developed and is administered by the Bristol

Bay Campus in Dillingham, Alaska. The program is supported and was created under a USDA

Alaska Native/ Native Hawaiian Serving Institution grant, which is still being awarded today.

The program has had a great impact on the Bristol Bay region, and though enrollments and

completions has been traditionally low, the program is considering expansion. Program Faculty

have plans to submit an NSF grant to support duel credit offerings to school districts across the

region, along with working in collaboration with the UAA geography department. Apart from

these actions, Environment Studies will be working towards offering courses across all of CRCD

campus regions.

I feel that the program should be continued and supported to follow through with their plans for

expansion. Originally the program focused mostly on the Bristol Bay region, but with the

actions mentioned above, Environmental Studies is looking to grow to other regions within

CRCD and the state, increasing enrollment and completions.

If you have any questions or would like to discuss this matter further, please feel free to contract

me at [email protected] or 907-474-6618.

Thank You


DEPARTMENT: Environmental Studies PROGRAM: Environmental Studies DEGREE: Certificate

PROGRAM REVIEW 2014-15

I. PROGRAM PRODUCTIVITY AND EFFICIENCY

Total Student Credit Hours The Student Credit Hour (SCH) numbers for the Environmental Studies Certificate for Fiscal Year (FY) 2010 to 14 were relatively stable ranging from 241 to 361. The average student credit hours are 290 per year, with a total of total 1450. The high number in FY 2012 was due to classes taught in conjunction with important science conferences held in Dillingham, AK It should be noted, however, that not all of these credit hours earned are ENVI Certificate students. Many rural individuals have interest in ENVI special topic courses, but not in earning the Certificate. Thus, most of these hours are defined as service teaching, or the number of student credit hours delivered to students who are not seeking a degree the ENVI Certificate. The courses are more for community development and sustainability and are not part of degree programs. PAIR did not provided then numbers of student credit hours taught specifically for the ENVI Certificate. Student Credit Hours by Fiscal Year Subject and level FY10 FY11 FY12 FY13 FY14 Total

ENVI - lower 241 227 361 307 314 1450 Degree and major sought Number of Certificates awarded in Environmental Studies ENVI Certificate Student number by Fiscal Year Majors FY10 FY11 FY12 FY13 FY14 ENVI Certificate 1 8 5 10 8

1




The number of ENVI Certificate students increased by 88% from FY 10 to FY 14 with the most major enrolled in coursework in FY 2013. We attribute this increase in majors to marketing efforts to tribes and rural villages. Number of ENVI Certificate Graduates Degrees FY10 FY11 FY12 FY13 FY14 Total ENVI Certificate 0 0 3 1 3 7 The low ratio of graduation numbers to students enrolled may be attributed the current requirement that student compete three Core Science Classes (4 credits), more than any other UAF Certificate or Associate Degree including the Associate of Science. Completing this high number of Core Science classes posed a difficulty to mostly part-time students who generally take only one science course per year. ENVI faculty is investigating the influences of reducing the number of Core Science Classes required to one or two. This would put ENVI Certificate in more in line with other entry level certificate programs. The ratio of degrees awarded to majors is from FY 10 to FY 14 was 0.22 and remained fairly stable after FY 10. PAIR data compiled by: Accreditation and Assessment Coordinator Assistant to the Vice Provost & Accreditation Liaison Officer University of Alaska Fairbanks 312 A Signers’ Hall, PO Box 757580 Fairbanks, AK 99775 Number of Degrees In this department, there is only one Certificate in ENVI and no Associate or Bachelor Degree programs. Time to degree Students generally take 3 years to complete the ENVI Certificate. Department budget Over the past five years, the ENVI Certificate Program cost on average $124,541 per year. Most of this cost is for the salary and benefits of the one faculty and one-half time staff member (89%).

ENVI Certificate spending for FY 10-14 FY10 FY11 FY12 FY13 FY14 Total 5

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years Salary and Benefits $114,471.63 $121,778.69 $89,307.33 $108,893.31 $121,259.92 $555,710.88

Commodities $354.23 $820.67 $2,534.19 $3,709.09 Contractual $5,100.00 $7,750.00 $5,465.00 $18,315.00 Travel 25962.8 3453.3 15705.69 Fiscal Year Totals $119,571.63 $155,845.72 $98,225.63 $125,419.67 $123,794.11 $622,856.76

The ENVI Certificate generated $226,351 in tuition. This figure was calculated using the fiscal year tuition cost and total number of credit hour, no fees were included in this calculation.

ENVI Tuition Generated based on credit hour production FY10 FY11 FY12 FY13 FY14 Total 5 years Total tuition $33,981 $33,369 $55,594 $50,655 $52,752 $226,351.00 Credit hours 241 227 361 307 314 1,450

Note: The financial data provide here was compiled by University of Alaska Bristol Bay Campus and College of Rural and Community Development financial personal.

The Environmental Studies Certificate is a rural based program that offers only one certificate and does not offer any Associate or Bachelor Degrees. One faculty member and one part-time staff member serve this program (currently the staff position is open). The UAF Department of Geography does offer an urban based Environmental Studies Bachelor of Science and Bachelor of Arts Degrees. The Geography Departments program only shares one class with the ENVI Certificate (GEOG 111) so does not compete with this degrees for students or resources. Since most classes in the ENVI Certificate are taught using distance education techniques, this program does not require any additional equipment or space.

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Students are currently required to take three Core Science Classes, but this classes are annually regularly offered through CRCD for all programs. Classes new for the 2014-15. Six UAF courses have been specifically designed for the Environmental Studies Certificate and are listed in the table below. In Academic year 2014 – 2015 two new seminar classes were developed and added as elective courses for the ENVI Certificate to meet student specific educational needs. Classes Designed Specifically for the Environmental Study Certificate Course Couse name # of Credits When offered

ENVI F101 Introduction to Environmental Science 3 Spring

ENVI F110 Introduction to Water Quality I: Measurement 1 Spring and As Demand

Warrants

ENVI F130 Introduction to the National Environmental Policy Act 1 Spring and As Demand

Warrants ENVI F160 Internship in Environmental Studies 1-2 As Demand Warrants

ENVI F260 Field Techniques for Environmental Technicians 2 Summer

ENVI F265 Introduction to Methods in Environmental Studies Reporting 2 Fall

Course Couse name # of Credits When offered ENVI F150 Viewpoints in Environmental Studies 1 As Demand Warrants

ENVI F250 Current Topics in Environmental Studies 1-3 As Demand Warrants

Future Changes to certificate: There needs to be a critical evaluation of the current ENVI Certificate curriculum in relation to student educational needs for an entry level program. This evaluation should include examining how many introductory science lab courses are needed so that graduates can better to understand, conserve, and sustainably use Alaska’s rich and diverse ecosystems. Faculty should also evaluate if occupational endorsement may serve the student population better then certificates or degrees

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Currently there are sufficient resources for the ENVI Certificate. The cost of this certificate is lower than others science programs in the UAF system. The when needed there are newly constructed lab facilities at UAF BBC in Dillingham, using Federal funds. These facilities and should serve an expanding ENVI program for years to come. Further, most classes are taught through distance technologies so there is a limited need for classroom for lab facilities. For this program to continue to grow, more human resources are needed including full-time and adjunct instructors. The current personnel consists on one faculty member (80%) and one part time staff member (50%) who work on the ENVI curriculum. Adjuncts have been hired on occasion to teach classes, the adjunct teaching comprises less than 10% of courses taught.

The Faculty, staff, and students activates are listed in the table below. Productivity for FY 2010-2014 Productivity Type Number Details Peer review publication 4 See list below

Conference Papers Faculty Staff Students

64 49 3 12

See list below

Grant funding associated with ENVI Certificate

5 1. Education and Research Grant. NUNAPUT Stewardship Through Science: Honoring Place in a Changing World. National Science Foundation, Tribal Colleges & Universities Program. March 2012-March 2016. $2,500,000

2. Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE). Nov 2012-Mar 2013. $1,500

3. Bristol Bay Environmental Science Lab Summer Science Educational Program. State of Alaska. June 2013-June 2014. $29,000

4. Kanakanak Beach and Snag Point DEC BEACH Grant. Bristol Bay Coastal Resources Authority Alaska Clean Water Actions (ACWA) BEACH grants. July 09-July 2010. $23,169

5. Bristol Bay Environmental Science Summer Program. Alaska Community Foundation. July 2009-July 2010. $42,000

Conferences organized 4 1. Western Alaska Interdisciplinary Science Conference and Forum. 2012 Dillingham, AK.

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2. American Association for the Advancement of Science (AAAS) Arctic Division, 2011, Dillingham

3. Southwest Alaska Interagency Meeting (SWIM), 2011 4. SWIM 2014, Dillingham, AK

Workshops organized 3 1. Alaska Workshop for Supporting and Advancing Interdisciplinary (Geo) Science Education (SAGE) in Two-year Colleges 2013, Nome, AK

2. Pebble Mine Site Baseline Data Studies Workshop, 31 March, 2012, Dillingham, AK – Part of workshop featured on PBS’s Frontline Alaskan gold

3. AAAS Arctic Division Mining in Western Alaska Workshop, 24 September, 2011, Dillingham, AK – Featured in AAAS.org

Faculty professional development

5 1. AAAS Vision and Change in Undergraduate Biology Education: Chronicling the Changes, Washington, DC. August 28-10, 2013.

2. Science Education for New Civic Engagements and Responsibilities (SENCER) Summer Institute. Santa Clara University, CA August 1-5, 2013.

3. SENCER Summer Institute: Science Education for New Civic Engagement and Responsibilities, Santa Clara University, CA August 2-6, 2012.

4. SAGE 2012 (Supporting and Advancing Geoscience Education in Two-Year Colleges): Preparing Students in Two-year Colleges for Geoscience Degrees and Careers (SAGE 2YC), Tacoma, WA, July 18-24, 2012.

5. URECAS: Unique Research Experiences for two-year College Faculty and Students - American Geophysical Union (AGU) Washington, DC July 11-13, 2012.

Faculty Service- University

7 1. Facility Senator (CRCD) – UAF Facility Senate, 2011-13, 2013-15

2. UAF Committee Member – UAF Curriculum Affairs Committee, 2011-2015

3. Committee Member: UAF CRCD Vice-Chancellor Leadership Council, 2010-present

4. Alaska EPSCoR Rural Liaison: NSF, Experimental Program to Stimulate Competitive Research (Alaska EPSCoR), 2011-2012.

5. Steering Committee Member: UAF Chancellor Strategic Planning Committee, 2012

6. Committee Member: UAF Undergraduate Research and Scholarly Activity (URSA), 2011-2012

7. Committee Member: UAF Undergraduate Research Planning Committee, 2010-2010

Faculty Service- Community

8 1. President: Western Alaska Interdisciplinary Science Association,

2. Director: Nushagak Electrical and Telephone Cooperative, 3. Full Circle Mentor: American Indian Science and

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Engineering Society – NSF program Lighting the Pathway to Faculty Careers for Natives in STEM

4. Committee Member: Science and Civic Engagement Western Network.

5. Chair: Science Education Track for Alaska Forum on the Environment.

6. Past-President: American Association for the Advancement of Science and AAAS Arctic Division.

7. Committee Member –Alaska Marine Science and Fisheries Career Coalition.

8. Energy Task Force Chair: Southwest Alaska Municipal Conference (SWAMC), Energy Task Force and Regional Energy Plan Sub-Committee.

Publication by ENVI Certificate Faculty FY10 to FY14 1. Radenbaugh, T. A. 2013. Thermal Sensitivity of the Isopod Saduria entomon in

Nushagak Bay, Southwestern Alaska. In: Responses of Arctic Marine Ecosystems to Climate Change, edited by F.J. Mueter, D.M.S. Dickson, H.P. Huntington, J.R. Irvine, E.A. Logerwell, S.A. MacLean, L.T. Quakenbush, and C. Rosa, Alaska Sea Grant, University of Alaska Fairbanks.

2. Radenbaugh, T. A. 2012. Engaging Rural Alaskan Students in Geoscience. In: Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC).

3. Radenbaugh, T. A. and S. Wingert-Pederson. 2011. Values of Nushagak Bay: Past, Present, and Future. In: North by 2020: Alaskan Perspectives on Changing Circumpolar Systems Chapter 4.7, A. Lovecraft and H. Eicken (eds). University of Alaska Press.

4. Radenbaugh, T. A. and S. Wingert. 2010. Kanekok River water quality monitoring. Special Report for US Fish and Wildlife Service, Togiak National Wildlife Refuge.

Presentations at Professional Meetings Geography/Environmental Science/Geology 1. Radenbaugh, T. A. The Nushgak Estuary: A Biotic Home and a Road, Proceedings

of the American Association for the Advancement of Science, Arctic Division, Fairbanks, AK, September 27-28, 2014.

2. Radenbaugh, T. A. Bristol Bay Environmental Science Lab Update, 22nd Southwest Alaska Interagency Fish Meeting, Dillingham, AK. March 18-19, 2014.

3. Radenbaugh, T. A. The Role of Estuaries in Ecosystem Health in Alaska, Alaska Forum on the Environment, Anchorage, AK, February 3-7, 2014.

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4. Radenbaugh, T. A. Building Environmental Occupation Endorsements for a Rural Workforce. Alaska Forum on the Environment, Anchorage, AK, February 3-7, 2014.

5. Hartwell, I., T. Pait, D. Apeti, and R. Britton and T. A. Radenbaugh. Bioeffects assessment in Kvichak and Nushagak Bay, Alaska: Characterization of soft bottom benthic habitats, animal body burdens and contaminant baseline, Marine Science Symposium, Anchorage, AK, January, 20-25, 2014.

6. Invited Radenbaugh, T. A. Culturally Based Research in Western Alaska. National Science Foundation Tribal College and University Program Leaders Forum 2014: Broadening Participation: Moving From Capacity Building to Research, San Antonio, TX, January 3-4, 2014.

7. Invited Radenbaugh, T. A. From Fresh to Salt: Salmon Run through It How important is the Nushagak Estuary? Southwest Alaska Salmon Habitat Partnership - Science Workshop. Anchorage, AK December, 3- 5, 2013.

8. Radenbaugh, T. A. Field Guide to the Age of Ecological Innocence: Lessons from Martha Brae, Palliser Triangle, and Bristol Bay Proceedings of the American Association for the Advancement of Science, Arctic Division, Kodiak, AK, September 25-28, 2013. Plenary Talk

9. Radenbaugh, T. A. Thermal Sensitivity of the Isopod Saduria entomon in Nushagak Bay. Southwestern Alaska, Responses of Arctic Marine Ecosystems to Climate Change, 28th Lowell Wakefield Fisheries Symposium Anchorage, AK, March 26-29, 2013.

10. Radenbaugh, T. A. Changing Values for Ecosystem Services in Bristol Bay. Western Alaska Interdisciplinary Science Conference. Nome, AK, March 20–22, 2013.

11. Radenbaugh, T. A. Educational Opportunities through UAF Bristol Bay Campus Environmental Science Lab. 18th Annual Alaska Tribal Conference on Environmental Management. Anchorage, AK, November 6-8, 2012.

12. Presentation Ecosystem Health Programs at UAF Bristol Bay Campus, American Indian Science and Engineering Society, Session: Applying Citizen Science to Promote Sustainability in Bristol Bay, Anchorage, AK, November 1-3, 2012.

13. Radenbaugh, T. A. Distance Science Labs: Online vs. Intensives. Alaska Forum on the Environment. Anchorage February 6-10, 2012.

14. Presentation Update of the Bristol Bay Environmental Science Lab. Southwest Interagency Meeting, Dillingham AK, March 28, 2012.

15. Radenbaugh, T. A. Gold and Copper Mining in a Subsistence Culture. American Indian Science and Engineering Society, Session: Engaging Culture and Controversy in Science Education, Anchorage, AK, November 1-3, 2012.

16. Radenbaugh, T. A. and D. Dunaway. Calorie Counting of Nushagak Bay Estuarine Animals in Southwest Alaska, Proceedings of the American Association for the

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Advancement of Science, Arctic Division, Dillingham, AK, September 21-24, 2011.

17. Radenbaugh, T. A. Benthic Zones of Nushagak Bay. Proceedings of the American Association for the Advancement of Science, Arctic Division, Dillingham, AK, September 21-24, 2011.

18. Presentation Recent work in the Nushagak Bay Estuary. Southwest Interagency Meeting, Dillingham AK, March 25, 2011.

19. Radenbaugh, T. A. Nushagak Bay: Faunal Distribution and Habitats Western Alaska Interdisciplinary Science Conference. Bethel, AK, March 22–25, 2011.

20. Radenbaugh, T. A. and D. Dunaway. Calorie Content of Abundant Species in the Nushagak Bay Estuary, Southwestern Alaska. Western Alaska Interdisciplinary Science Conference. Bethel, AK, March 22–25, 2011.

21. Radenbaugh, T. A. Experiences Needed for Students to Become Environmental Leaders. Alaska Forum on the Environment, Anchorage, AK, February 7-11, 2011.

22. Radenbaugh, T. A. The Pebble Prospect: Issues in Sustainability. Proceedings of the American Association for the Advancement of Science, Vancouver, BC. 16-20 February, 2012.

23. Radenbaugh, T. A. Environmental Studies: A Certificate Program for Rural Alaska. Alaska Forum on the Environment, Anchorage, AK, February 7-11, 2011.

24. Presentation Species and Calories of Nushagak Bay Estuary. Southwest Interagency Meeting, Dillingham, AK, February 25, 2011.

25. Radenbaugh, T. A. Exciting High School Students in Science. Alaska Forum on the Environment, Anchorage, AK , February 7-11, 2011

26. Poster Radenbaugh, T. A. Benthic Faunal Zones of Nushagak Bay, Alaska Marine Science Symposium. Anchorage, AK, January, 13-15th 2011.

27. Radenbaugh, T. A. and S. Wingert. Benthic Faunal Zones of Nushagak Bay, Alaska. Proceedings of the American Association for the Advancement of Science, Arctic Division, Juneau, AK, September 13-15, 2010. Web link

28. Radenbaugh, T. A. Temperature Tolerance of the Isopod Saduria entomon. Western Alaska Interdisciplinary Science Conference, Unalaska, AK, March 24-27, 2010.

29. Radenbaugh, T. A. and S. Wingert. Spatial and Temporal Patterns of Benthic Fish and Invertebrate Species in Nushagak Bay Estuary. Western Alaska Interdisciplinary Science Conference, Unalaska, AK, Mar 24-27, 2010.

30. Radenbaugh, T. A. and D. Dunaway. Calorie Content of Abundant Species in the Nushagak Bay Estuary, Southwestern AK. Western Alaska Interdisciplinary Science Conference, Unalaska, AK March 24-27, 2010. Web link

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31. Radenbaugh, T. A. and D. Dunaway. Preliminary Steps in Developing a Food Web for Nushagak Bay. Southwest Alaska Interagency Meeting, Dillingham, AK, March 17-18th 2010.

32. Radenbaugh, T. A. Renewable Energy in Southwest Alaska. Southwest Alaska Municipal Conference 3rd Annual Renewable Energy Workshop, Anchorage, AK. February 3, 2010.

Science Education Presentations

1. Radenbaugh, T. A. Designing a Field Methods Science Course that is Relevant to Western Alaskan College Students. Western Alaska Interdisciplinary Science Conference. Kotzebue, AK, April 23–25, 2014.

2. Reigh, C. Whale bones and science credit – A shale sized opportunity for rural science education. Western Alaska Interdisciplinary Science Conference. Kotzebue, AK, April 23–25, 2014.

3. Radenbaugh, T. A., P. Pinney, D. McLean, D., and T. Marsik. Environmental Studies: Trends and Highlights. Joint ANNH/DEG/RIIA PD Meeting-Conference, Washington, DC, August 2014.

4. Radenbaugh, T. A. Sustaining Science Programs in Western Alaska, Proceeding of the Geological Society of America Annual Meeting. Session No. 16 Developing and Sustaining Thriving Geoscience Programs and Departments: Strategies and Examples from Two-Year and Four-Year Colleges and Universities, Denver, CO, October 27-30, 2013.

5. Duffy, L. K., B. E. Taylor, T. A Radenbaugh, L. Nicholas-Feguroa, L. Hoferkamp, K. Dunlap, C. Middlecamp, and A. Godduhn. Arctic Environmental Science and Biology Education. National Planning Workshop, AAAS Vision and Change in Undergraduate Biology Education: Chronicling the Changes, Washington, DC. August 28-30, 2013.

6. Radenbaugh, T. A., L. Duffy, L Hofercamp, L. Figueroa, and C. Middlecamp Activities of the Alaska SCEWestNet: Promoting Educational Diversity Using Place Based Science (with). Science Education for New Civic Engagements and Responsibilities (SENCER) Summer Institute, Santa Clara University, CA. August 1-5, 2013.

7. Radenbaugh, T. A. and T. Borland. Physical Geography 111X: An evolving science course using distance education. Western Alaska Interdisciplinary Science Conference. Nome, AK, March 20–22, 2013.

8. Radenbaugh, T. A. Environmental Education Needs for Rural Alaska. Alaska Forum on the Environment, Session: Building an Occupational Endorsement in Environmental Studies for Alaska, Anchorage February 4-8, 2013.

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9. Radenbaugh, T. A. UAF BBC Internship Program. Alaska Forum on the Environment, Session: Rural Alaskan Environmental Internships: Programs and Experiences, Anchorage February 4-8, 2013.

10. Radenbaugh, T. A. Citizen Science in Bristol Bay. Alaska Forum on the Environment. Anchorage, Session: Place Based Approaches for Environmental Studies in Rural Alaska, February 4-8, 2013.

11. Presentation Update of the Doings of Bristol Bay Environmental Science Lab. Southwest Interagency Meeting, Dillingham AK. March 13, 2013

12. Radenbaugh, T. A. Citizen Science work at UAF BBC Bristol Bay Environmental Science Lab. Alaskan Tribal Conference on Environmental Management (ATCEM), Anchorage, AK, Nov 6-9, 2012.

13. Radenbaugh, T. A. and C. Reigh. Developing an Occupational Endorsement in Environmental Studies Alaska. Tribal Conference on Environmental Management, Anchorage, AK, Nov 6-9, 2012.

14. Radenbaugh, T. A. The Pebble Prospect: A Tool to Educate Ourselves. Session: Engaging Culture and Controversy in Science Education, American Indian Science and Engineering Society (AISES), National Meeting, Anchorage, 1-3 Nov, 2012.

15. Radenbaugh, T. A. Citizen Science and Internships at BBESL. American Indian Science and Engineering Society, Session: Applying Citizen Science to Promote Sustainability in Bristol Bay, Anchorage, AK, November 1-3, 2012.

16. Radenbaugh, T. A. Starting a Research Project to Study Local Environmental Issues. Alaska Forum on the Environment. Anchorage, AK, February 6-10, 2012.

17. Radenbaugh, T. A. Promoting Rural Environmental Workforce Development through Internships at the BBESL. Alaska Forum on the Environment. Anchorage, AK, February 6-10, 2012.

18. Radenbaugh, T. A. Environmental Studies Certificate: Healthy Ecosystems and Sustainable Energy for Rural Alaska. Proceedings of the American Association for the Advancement of Science, Arctic Division, September 21-24, 2011, Dillingham, AK. Web link

19. Oral Radenbaugh, T. A. Salmon Camp: Teaching Natural History to High School Students in Southwestern Alaska. Western Alaska Interdisciplinary Science Conference. Bethel, Alaska, March 22–25, 2011. Web link

20. Invited Radenbaugh, T. A. WAISC and EPSCoR: Promoting Community Science in Rural Alaska, NSF Alaska Experimental Program Stimulation of Competitive Research (EPSCoR) All Hands Meeting, Anchorage, AK, May 26-28, 2010. Radenbaugh, T. A. Scoping and Public Participation. Alaska Forum on the Environment, Session: Tools for Tribal Governments and Communities to be

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involved in Agency Decision Making Related to Alaska Resource Extraction Projects. Anchorage February 8-11, 2010.

Faculty Directed Student Presentations at Conference: 1. Hank Boggs. Presentation: Winter Benthic Fauna in Nushagak Bay. Western

Alaska Interdisciplinary Science Conference, Kotzebue, AK. April 23-25, 2014. 2. Hank Boggs. Presentation: Benthic fauna of Nushagak Bay in winter.

Southwest Interagency Conference, Dillingham, AK. March 18-19, 2014 3. Edward Anger. Poster: My Experience at a Field Methods Science Course

ENVI 260 in Southwest Alaska. Southwest Alaska Salmon Habitat Partnership - Science Workshop. Anchorage, AK, December, 3- 5, 2013.

4. Jennifer Robinette. Presentation: Clarks Point Ekuk Landfill planning. Western Alaska Interdisciplinary Science Conference, Nome, Alaska. March 20-22, 2013.

5. Charlene Dubay. Presentation: Telida Village water quality assessment findings Western Alaska Interdisciplinary Science Conference, Nome, Alaska. March 20-22, 2013.

6. Jennifer Robinette. Presentation: Invasive Species in Western Alaska. American Indian Science and Engineering Society, Session: Applying Citizen Science to Promote Sustainability in Bristol Bay, Anchorage November 1-3, 2012.

7. Jennifer Robinette. Presentation: Anchorage's influence on invasive species in Bristol Bay. Western Alaska Interdisciplinary Science Conference, Dillingham, AK March 28-31, 2012.

8. Brenetta Beltz. Presentation: My Experiences as an Intern at BBESL. Alaska Forum on the Environment. Anchorage February 6-10, 2012.

9. Kim Seybert. Presentation: Dillingham Deadwood Survey. Western Alaska Interdisciplinary Science Conference, Bethel, Alaska. March 22-25, 2011.

10. Jaclyn Christensen. Presentation: Mussel Beds of Meshik Bay, Alaska. Western Alaska Interdisciplinary Science Conference, Unalaska, AK March 24-27, 2010.

11. Jocelyn Reamey. Presentation: Diversity of Benthic Species in Meshik Bay, Alaska. Western Alaska Interdisciplinary Science Conference, Unalaska, AK March 24-27, 2010.

12. Alex Himshoot, Billy Noonkesser, and Cody Wright. Presentation: Monitoring Climate Change through Vegetation Data. Western Alaska Interdisciplinary Science Conference, Unalaska, AK March 24-27, 2010.

Selected Service by Department Facility

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Public Service Activity Duration Your Role Nushagak Telephone and Electric

Cooperative Oct 2009 -

present Director

Western Alaska Interdisciplinary Science Association

2007-present President

American Association for the Advancement of Science Arctic Division

2010-2011 Past-President

Alaska Marine Science and Fisheries Careers Coalition (AMSFCC)

2010-present Committee Member

Alaska Ocean Film Festival Jan 2007–2013

Organizer of Dillingham Festival

Energy Task Force: Southwest Alaska Municipal Conference (SWAMC),

Oct 2008- 2012

Energy Task Force Chairman

Alaska forum on the Environment Environmental Education Chair

Friends of Sam Fox Museum 2009-present Member

University Service

Activity Duration Your role UAF Facility Senate

May 2011- Present

Senator

UAF Chancellor Strategic Planning Committee

2012 Steering Committee Member

UAF Undergraduate Research and Scholarly Activity (URSA)

2011-2012 Committee Member

UAF CRCD Vice-Chancellor Leadership Council

2010-2013 Committee Member

Alaska Experimental Program to Stimulate competitive Research (EPSCoR)

2009-2011 WAISC travel fund liaison

UAF Drumbeats USDA/CSREES 2008 – present

Advisory Board

Awards • 2014 Usibelli Distinguished Faculty Award Nomination for Teaching, 2014 – Dr. Radenbaugh • 2014 Usibelli Distinguished Faculty Award Nomination for Service, 2014 – Dr. Radenbaugh

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• 2014 UAF Undergraduate Research and Scholarly Activity Mentoring Awardee, UAF URSA • 2013 Leadership for Sustainable Communities Award, recognizing the successful initiatives that promote sustainable communities in western Alaska Western Alaska Interdisciplinary Science Association – Bristol Bay Environmental Science Lab • 2012 Educational Leadership Award for Innovation in Western Alaska, Western Alaska Interdisciplinary Science Association – Dr. Radenbaugh

II. NEED FOR PROGRAM

The ENVI Certificate serves was designed educate students for active citizenship and to serve rural communities in Alaska, especially those that are not connected to road system. The program takes into account the importance of the subsistence lifestyle and that most modern commodities, including oil to heat homes and diesel to generate electricity, must be brought in by barge or airplane. This means the cost of living is generally 1/3 higher than on the railbelt. The ENVI Certificate’s curriculum emphasizes UAF’s mission serving the circumpolar North and its diverse peoples as well as integrating teaching, research, and public service as it educates students, The UAF's core themes are also met through educating a rural undergraduate student population that is 60% Alaskan Native. Most students are freshmen and sophomores and the first generation in their family to attend college. The ENVI Certificate encouraging students to participate in undergraduate research by requires an ENVI Capstone experience (e.g. ENVI 265: Introduction to Methods in Environmental Studies Reporting) that includes presenting data at a regional science conference. The learning outcome assessment for the ENVI Certificate shows that graduates are prepared for entry level jobs and professional work. For example, students and faculty become connected and involved rural community development by learning the importance of engaging in environmental policy and community development. For example, the required courses ENVI 260 and ENVI 265 allows student to conduct a capstone research project often on local environmental issues.

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Faculty and staff in the ENVI Certificate are active in forming academic, community and industry partnerships including

- Dr Radenbaugh o President of the Western Alaska Interdisciplinary Science Association, o Full Circle Mentor for the American Indian Science and Engineering

Society o Committee Member on the Science and Civic Engagement Western

Network o Chairman of the Science Education Track for the Alaska Forum on the

Environment o Director on Board of the Nushagak Electrical and Telephone

Cooperative o Committee Member on the Southwest Alaska Salmon Habitat

Partnership o Committee Member on the Alaska Marine Science and Fisheries

Career Coalition

ENVI Certificate Partners - Bristol Bay Native Association - Bristol Bay Economic Development Corporation - Southwest Alaska Municipal Conference

As a rural Alaskan place based program, The ENVI Certificate Program does not duplicate any other program in the UA system. There is a BA and BS program in the Department of Geography, but this is an urban based program that concentrates on courses above the 300 level.

Student demand for this program is currently low, but the prospective job market for graduates is significant. Alaska Department of Labor and Workforce

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Development indicates that the majority of environmental jobs are projected to increase in Alaska. From 2012 to 2020, largest fields of growth are Environmental engineering technicians (18.1%), environmental science specialist (15.4%), and Life, Physical, and Social Science Technicians (7.1%). Selected occupations related to the ENVI Certificate Alaska Occupational Forecast Employment Openings Occupation Title 2012 2022 %

Change Growth Replace-ment Total Alaska Mean

Wage Anthropologists and Archeologists 128 135 5.5 7 33 41 $35.03

Atmospheric and Space Scientists 169 174 3 5 19 24 $43.06

Biological Technicians 660 684 3.6 25 215 240 $20.21 Chemical Technicians 181 206 13.8 26 44 69 $26.23 Conservation Scientists 356 355 -0.3 0 69 59 $43.67 Environmental Science and Protection Technicians, Including Health

306 318 3.9 13 106 119 $20.48

Environmental Scientists and Specialists, Including Health 697 804 15.4 108 162 270 $33.31

Environmental Engineering Technicians 216 255 18.1 39 40 79 $25.90

Forest and Conservation Technicians 462 451 -2.4 0 189 189 n/a

Life, Physical, and Social Science Occupations 7,874 8,370 6.3 496 2,155 2,651 $33.75

Life, Physical, and Social Science Technicians 3,093 3,313 7.1 221 1,050 1,270 n/a

Soil and Plant Scientists 50 52 4 2 13 15 $34.55 Zoologists and Wildlife Biologists 976 1,006 3.1 30 213 243 $33.35

(Date from http://live.laborstats.alaska.gov/occfcst/index.cfm)

III. MISSION FULFILLMENT

Current SLOA Plan

Environmental Studies Certificate Program Review

Environmental Studies (ENVI) Certificate

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Current Outcome Assessment Plan for Environmental Studies

Expanded Statement of Institutional Purpose

Intended Objectives/Outcomes

Assessment Criteria and Procedures

Implementation (what, when, who)

MISSION STATEMENT: The Environmental Studies Certificate (ENVI) at UAF’s College of Rural & Community Development, Bristol Bay Campus provides rural students with quality academic instruction and training responsive to local needs. This program will help empower students and their communities to adapt to the overwhelming social, ecological, and economic changes presently occurring while protecting and enriching Alaska Native culture. GOAL STATEMENT: ENVI Certificate holders learn the necessary interdisciplinary skills needed for general laboratory and field-based work in the environmental sciences such as inventorying and monitoring environmental conditions. Further, the program combines these contemporary scientific studies with traditional knowledge to better prepare graduates for rural entry-level natural resources jobs statewide or to continue their formal education in the natural sciences, resource policy, or administration.

1. Students completing the Environmental Studies Certificate will be prepared academically and vocationally for entry-level employment in the field of natural resources and environmental science.

2. Students completing the

ENVI Certificate will be prepared to advance into a science or policy related Associate or Baccalaureate program or other undergraduate course work in the sciences.


ENVI Certificate program will develop basic academic skills and gain essential knowledge in environmental science that is integrated with a local environmental perspective.

1a. Assessment of Directed Individual Study (capstone project) as a product of coursework (primarily ENVI 101, 260, and 265). 1b. Individual student Learning Outcomes Assessment Rubric 1c. Employer perception of interns and student hires 2a. Assessment of Directed Individual Study (capstone project) as a product of coursework (primarily ENVI 101, 260, and 265). 2b. Individual student Learning Outcomes Assessment Rubric (see following page) 2c. Employer perception of interns and student hires 3a. Student interest/desire to work in rural Alaska based on exit interview

1a. Assessment by instructor of ENVI 265 capstone research project 1b. Rubric completed by ENVI Program Coordinator 1c. Survey of ENVI student interns and employers 2a. Assessment by instructor of ENVI 265 2b. Rubric completed by ENVI Program Coordinator 2c. Survey conducted by ENVI student employer. 3a. Exit interview conducted by ENVI Program Coordinator

Rubric Summary of All ENVI Students AY _____ (number of graduates = ___)

Outcomes Expectations Average Rating

Academic Performance - Accumulated student GPA in core courses and electives

A Grade Point Average of ‘C’ (2.0) or above in ENVI Certificate courses (Rating scale: C=1, B=2, A=3)

Directed Individual Project (Capstone Project) • Learn the basic scientific reporting

methods and research skills necessary to analyze, interpret, and document field and laboratory data.

Satisfactorily completed environmental science investigation (Directed Individual Study - ENVI 265) involving literature search, data collection, analysis and reporting.

Academic Involvement • Participation above and beyond

academic course work

Actively debates topics in environmental science during class or community events Presents oral or poster presentations at academic conferences or meetings Participate in environmental science internships.

Cooperative Learning Complete projects with other students

17




• Reflective and open to feedback from others

• Motivated to work with others on projects

• Eager to learn from others

Willingness to involve other students in independent research projects Cooperative behavior indicated in internships or job performance.

General Conceptual Understanding of Environmental Science

• Dedicated to being a “lifelong student” • Professional and ethical behavior • Flexible in their thinking and exhibit

creative ideas

Reads environmental science literature Attends environmental science conferences Join professional associations

Job Preparedness • The student acquired the necessary skills

for entry-level natural resources or environmental science career.

Students have: • Received environmentally related internship or • Interviewed for an environmental science job or • Successfully employed in an environmental science job

Score (Total =18, score greater than 13 or 70% suggests learning objectives for student were met) Rating: Scale 0 = student does not exhibits this characteristic 1 = student rarely exhibits this characteristic 2 = student occasionally exhibits this characteristic 3 = student typically exhibits this characteristic

18




Current SLOA Summary

Submitted by: Todd Radenbaugh Contact Information: [email protected]

Date: 16-May-2014

1. Assessment information collected a) Number of students enrolled and graduated in AY 2013-14 b) Average Academic performance in ENVI classes as measured by GPA. c) Directed Individual capstone projects with local, state and national conference presentations; d) Job preparedness and successful employment; e) Numbers of successful interns; f) Pre-Assessment of mathematical skills in core science courses

2. Conclusions drawn from the information summarized above a) Number of students enrolled and graduated in AY 2012-13

In AY 2013-14 there were seven (7) active students enrolled in the ENVI Certificate. Three students graduated with the ENVI Certificate.

• Fall 2013 = 2 graduate • Spring 2014 = 1 graduates

b) Average Academic performance in ENVI classes as measured by GPA. ENVI students who graduated have satisfactory academic performance with a GPA above 2.0 and have satisfactory completed capstone projects that were presented at a science conference. c) Directed Individual capstone projects with local, state and national conference presentations;

Three graduating students completed the directed Individual capstone projects/reports and each made a presentation at a region conference. • Project title: Feasibility of LED in a Residential Home in 2012.

o Presented at Western Alaska Interdisciplinary Science Conference, Ecology, Environment and Climate Change Session Kotzebue, Alaska. April 23-24, 2014

Environmental Studies Certificate UAF College of Rural and Community Development

AY 2013-14

19




• Project title: 2012 Telida Village Water Quality Assessment Findings. o Presented at Western Alaska Interdisciplinary Science Conference, Ecology,

Environment and Climate Change Session Kotzebue, Alaska. April 23-24, 2014.

• Project title: Design of an meaningful electric snuukuuq (snowmachine)- Phase 1 o Society of Automotive Engineers 2014 Clean Snowmobile Challenge, March 6, 2014 at

Michigan Tech University, Houghton, MI

d) Job preparedness and successful employment;

Faculty works with local government and agencies to help incentivize employees include the ENVI certificate as an indicator of good job performance. To increase number of students prepared for both jobs and to enter the ENVI Certificate Program faculty worked on the integration the ENVI Certificate with a proposed Occupational Endorsement in Environmental Studies Two of three the 2013-2014 ENVI Certificate graduates are currently working in the field, one at the Telida Village Environmental Program, and the other at the UAF Bristol Bay Campus, The third student is enrolled in a BA program at University of Alaska Anchorage. e) Numbers of successful interns;

There were 7 successful interns (3 in summer semester, 2 in Fall semester and 2 in Spring semester) Students did their internships at 5 organizations including University of Alaska Bristol Bay Environmental Science lab, Dillingham; Togiak City Public Works Department; Alaska Department of Fish and Game, Fairbanks; City of Dillingham Public Works, Dillingham; and University of Alaska Fairbanks Greenhouse, Fairbanks. Interviews with the 2013-14 five ENVI Interns and their employer show high satisfaction with the ENVI intern programs and responsibilities.

f) Pre-Assessment of mathematical skills in core science courses

Faculty met to discuss the results of the pre-assessments of mathematical skills and agreed that, on average, the mathematical skills are lower than desired.

3. Curricular changes resulting from conclusions drawn above

• Many students have commented on the difficulties of taking the three required 100 level four credit core lab science classes. Many students and partners have ask if three sciences lab classes are necessary for this certificate (only two are required for an AS degree). ENVI faculty and staff will investigate the possibility of reducing the lab science requirement form three to two.

• Faculty added pathways to align relevant and existing UAF Occupational Endorsements and Certificates (i.e., OE Sustainable Energy).

• In the Spring 2014 semester a new Occupational Endorsement in Rural Waste Management and Spill Response was submitted to the UAF CRCD Curriculum Review Committee as a potential feeder into the ENVI Certificate.

20




• Faculty are proposing an Occupational Endorsement in Surface Water Quality to better prepare students for students for the workforce and for academic degrees

4. Identify the faculty members involved in reaching the conclusions drawn above and agreeing upon the curricular changes resulting

• Dr. Todd Radenbaugh, Dr. Tom Marsik, and Dr. Debi McLean

21




Environmental Studies Certificate Program Review

Environmental Studies (ENVI) Certificate The ENVI program was approved by the University of Alaska Board of Regents in Fall 2009 and is administered at the University of Alaska Fairbanks Bristol Bay Campus. It is coordinated by Dr Todd Radenbaugh and other key personnel include Dr. Tom Marsik (Assistant Professor Sustainable Energy), Clint Reigh, and Mike Golub (Research Technicians). The majority of the ENVI classes for this certificate are taught by Drs Radenbaugh and Marsik, but adjunct faculty can be hired as needed. Current Outcome Assessment Plan for Environmental Studies

Expanded Statement of Institutional Purpose

Intended Objectives/Outcomes

Assessment Criteria and Procedures

Implementation (what, when, who)

MISSION STATEMENT: The Environmental Studies Certificate (ENVI) at UAF’s College of Rural & Community Development, Bristol Bay Campus provides rural students with quality academic instruction and training responsive to local needs. This program will help empower students and their communities to adapt to the overwhelming social, ecological, and economic changes presently occurring while protecting and enriching Alaska Native culture. GOAL STATEMENT: ENVI Certificate holders learn the necessary interdisciplinary skills needed for general laboratory and field-based work in the environmental sciences such as inventorying and monitoring environmental conditions. Further, the program combines these contemporary scientific studies with traditional knowledge to better prepare graduates for rural entry-level natural resources jobs statewide or to continue their formal education in the natural sciences, resource policy, or administration.

4. Students completing the Environmental Studies Certificate will be prepared academically and vocationally for entry-level employment in the field of natural resources and environmental science.


ENVI Certificate will be prepared to advance into a science or policy related Associate or Baccalaureate program or other undergraduate course work in the sciences.


ENVI Certificate program will develop basic academic skills and gain essential knowledge in environmental science that is integrated with a local environmental perspective.

1a. Assessment of Directed Individual Study (capstone project) as a product of coursework (primarily ENVI 101, 260, and 265). 1b. Individual student Learning Outcomes Assessment Rubric 1c. Employer perception of interns and student hires 2a. Assessment of Directed Individual Study (capstone project) as a product of coursework (primarily ENVI 101, 260, and 265). 2b. Individual student Learning Outcomes Assessment Rubric (see following page) 2c. Employer perception of interns and student hires 3a. Student interest/desire to work in rural Alaska based on exit interview

1a. Assessment by instructor of ENVI 265 capstone research project 1b. Rubric completed by ENVI Program Coordinator 1c. Survey of ENVI student interns and employers 2a. Assessment by instructor of ENVI 265 2b. Rubric completed by ENVI Program Coordinator 2c. Survey conducted by ENVI student employer. 3a. Exit interview conducted by ENVI Program Coordinator

Rubric Summary of All ENVI Students AY 2013-14 (number of graduates = 3)

Outcomes Expectations Average

22




Rating Academic Performance - Accumulated student GPA in core courses and electives

A Grade Point Average of ‘C’ (2.0) or above in ENVI Certificate courses (Rating scale: C=1, B=2, A=3) 2.5

Directed Individual Project (Capstone Project) • Learn the basic scientific reporting

methods and research skills necessary to analyze, interpret, and document field and laboratory data.

Satisfactorily completed environmental science investigation (Directed Individual Study - ENVI 265) involving literature search, data collection, analysis and reporting.

2.5

Academic Involvement • Participation above and beyond

academic course work

Actively debates topics in environmental science during class or community events Presents oral or poster presentations at academic conferences or meetings Participate in environmental science internships.

3

Cooperative Learning • Reflective and open to feedback from

others • Motivated to work with others on

projects • Eager to learn from others

Complete projects with other students Willingness to involve other students in independent research projects Cooperative behavior indicated in internships or job performance.

3

General Conceptual Understanding of Environmental Science

• Dedicated to being a “lifelong student” • Professional and ethical behavior • Flexible in their thinking and exhibit

creative ideas

Reads environmental science literature Attends environmental science conferences Join professional associations

2.5

Job Preparedness • The student acquired the necessary skills

for entry-level natural resources or environmental science career.

Students have: • Received environmentally related internship or • Interviewed for an environmental science job or • Successfully employed in an environmental science job

3

Score (Total =18, score greater than 13 or 70% suggests learning objectives for student were met) 15.5 Rating: Scale 0 = student does not exhibits this characteristic 1 = student rarely exhibits this characteristic 2 = student occasionally exhibits this characteristic 3 = student typically exhibits this characteristic

23


COMMITTEE RECOMMENDATION FOR ENVIRONMENTAL STUDIES STRENGTHS:

● There has been a major expansion of the program into Aleutian and Pribilofs. ● The program has added 3 occupational Endorsements (Rural Waste Management and

Spill Response, Sustainable Energy and Rural Water Quality Tech). ● Largely funded by external organizations and grants. ● Success of high school Salmon Science Camp and involvement in undergraduate

research projects. ● There is a highly collaborative, hands‐on approach to program, which leads to student

engagement. ● Students are civic minded and involved with environmental community issues.

WEAKNESSES:

● Low graduation numbers and enrollments in the certificate program. ● Staff turn‐over, which leads to instability and vulnerability. ● Reliance on grant funding makes the program vulnerable to cuts. ● There are few CRCD science faculty. ● There is more interest in Occupational Endorsement than theCertificate due to Math

and WRTG requirements. OPPORTUNITIES:

● Partnerships with economic development, regional, state and federal organizations. ● Working with school districts and offering dual credit courses. ● Collaborative work with UAFs RAP program and UAAs Geography Environment &

Society Program. ● Ak Department of Labor and WFD projects environmental jobs to be on the increase.

THREATS:

● Online education presents challenges in terms of iInstructor access, computer literacy, and limitations on technology.

● UAFs current education model does not always align with non‐traditional and rural students’ educational desires.

● OE appears to be drawing students away from the Certificate program. CENTRALITY TO MISSION:

● Meets UAFs core themes through educating rural undergraduate student population. INDICATORS OF QUALITY:

● Student involvement in undergraduate research projects. ● Cooperation with professional societies such as the Alaska Forum on the Environment.

COST‐EFFECTIVENESS:


● Most of the funding is through USDA‐NIFA Alaska Consortium grant, NSF TCUP Grant and TVEP.

MAJORS DEGREES

Environmental Studies Certificate

FY15: 6/ FY19: 9 FY15: 1/ FY19: 0

COMMITTEE RECOMMENDATION FOR ENVIRONMENTAL STUDIES Environmental Studies Certificate:

RECOMMENDATION: ADDITIONAL COMMENTS: DATE FOR FOLLOW‐UP:

Revision or restructure (6 votes; 1 abstention)

Consider the need for the certificate: pursue OEs and the creation of a minor.

one year


1 | P a g e E N V I 2 0 1 5 - 2 0 1 9 S W O T

SWOT ANALYSIS (Environmental Studies Certificate- ENVI)

GENERAL ADVICE: This is a broad overview and is intended to supplement the data sets and previous more-detailed reviews that the committee will have. Feel free to highlight any changes since the last review or any data points that will provide more context to the committee. Reports should be no more than four pages in total.

STRENGTHS: Much has changed to the ENVI Certificate since it last review in 2014, including a major expansion of the

service region into the Aleutian and Pribilof Islands and addition of three occupational endorsements (OE).

Most of the funds for ENVI Certificate is currently funded by USDA-NIFA Alaska Consortium grant and

an NSF TCUP Grant (NSF ended in 2016) that totals over $250K for salaries, tuition, and travel. Further,

the ENVI program has three new TEVP funding sources for students and faculty bring total cost of the

program down considerably. The PAIR data provided does not show this growth, only assigned FTE to the

ENVI Certificate, and not to the OEs, even though we have put our efforts and faculty time into expanding

classes and gaining graduates in OEs. From 2015 to 2019 the ENVI program taught 161 ENVI courses from

(Table 1). Many of these courses are 1 and 2 credit special topic classes addressing community topics and

are helping the students in the region learn the importance of a college education. These ‘community’ course

offerings experienced substantial growth since 2012. Since then total number of ENVI courses offered have

been steady, indicating that students are learning from the ENVI courses even though the total graduation

numbers in the ENVI Certificate are low. Further, Table 2 shows that 1708 students took ENVI courses

(duplicated) from 2015 to 2019 with a mean of 351.6 students per year, with more students after 2015. Table

3 shows that the ENVI program graduated 96 students from ENVI OEs. These data are not reflected in the

UAF PAIR info. Since ENVI serves a small base in rural AK, its impact in communities is large.

Other accomplishments include continued success of the annual high school Salmon Science Camp and

student involvement in undergraduate research projects. There has also been cooperation with numerous

professional societies such as the Alaska Forum on the Environment. The ENVI place-based curriculum

allows students to collect and present local environmental data to advance the human capital of individuals

and social cohesion of the community in fields such as ecosystem health and sustainable energy fields.

New Grants

1) Co-PI – Research Grant, Copper toxicity to Bristol Bay sockeye salmon larvae under field-relevant water

quality conditions, UAF Sea Grant Program – $250,000 (5% of faculty salary and $10K in internships and

travel for one year). Starts April 2020.

2) Collaborative Research: Pursuing Opportunities for Long-term Arctic Resilience for Infrastructure and

Society (POLARIS), National Science Foundation NNA Grant, Penn. State Univ. – $1,002,990 (10% in

faculty salary and over $20K in internships and travel for 3 years), Starts January 2020.

3) Sub award – Keck Foundation Education Grant, Transcending Barriers to Success: Connecting

Indigenous and Western Knowledge. Alaska SENCER network – $6,000 (travel). Started Jan 2018.

ENVI faculty published 6 peer reviewed papers in reporting period 2015-19. Further, they made 80

conference presentations, including keynote and plenary talks, on topics including ecosystem health,

environmental education, and sustainable energy. ENVI faculty and students have made presentations at

over ten different science conferences in the past five years.

ENVI Certificate students are required to conduct a capstone research project on a local issue mentored by

facility and presented at a conference. In the period 8 students completed a Capstone Research Project.

The learning outcome assessment for the ENVI Certificate shows that graduates are prepared for entry-level

jobs and professional work. Students have become more civic minded and involved environmental

community efforts by learning the importance of engaging in environmental policy and community

development. Further, the Alaska Department of Labor and Workforce Development indicates that the

majority of targeted environmental jobs projected to increase across the State.


2 | P a g e E N V I 2 0 1 5 - 2 0 1 9 S W O T

WEAKNESSES: Discuss the weaknesses of your department or program. These are generally internal factors and can include things like lack of faculty in needed areas or insufficient student interest.

The main weakness of the ENVI Certificate is the annual low graduation numbers and low enrollment into

the Certificate program. The PAIR data shows three graduates between 2015 and 2019 in spite of the high

number of students who have participated in ENVI classes in the past 5 years (Table1). Another weakness

it that Bristol Bay Campus has suffered from staff and administrative turn-around these past few years (there

has been three Directors), and has not able to fill some key positions in Student Services and in regional

learning centers. This often makes setting up remote classes and contacting students about opportunities

difficult.

Since the ENVI program is supported primarily on grant funding (USDA and NSF TCUP) , and only receives

UAF administrative support, this makes ENVI highly vulnerable to being cut due to funding if grants are

not secured. Further recent high turnover of Directors and student support staff – the current UAF employees

often do not understand what the ENVI program does making it difficult recruit and advise students.

Another weakness is the limited time that the few CRCD science faculty members have to teach all the

classes needed in such a large region, requiring adjunct faculty to serve the classes in the OEs and community

courses. Further, each year the CRCD science faculty members teach not only ENVI classes but also UAF

CORE science classes (e.g. BIOL 104, GEOG 111, and PHYS 102). The majority of the students taking

these CORE classes have been traditionally CRCD, but increasingly urban students are taking these classes

increasing CRCD costs. These science CORE classes are expensive to teach because of the lab requirement

and ENVI facility members are left to find funding for classes that are not part of their department. This puts

the faculty in a dilemma, should they teach CORE Science classes to increase graduates or serve the region

with more place-based classes. Further, the number of CRCD Science Department members have been

reduced by 40% between 2015 and 2018.

Lastly, the low graduation numbers is also attributed to the fact that many rural students generally do not

wish to take all the required classes for a certificate, such as Math and English. This weakness is a major

reason the ENVI program started three Occupational Endorsements, which are more closely aligned with

the type of education rural students are requesting.


3 | P a g e E N V I 2 0 1 5 - 2 0 1 9 S W O T

OPPORTUNITIES: Discuss the opportunities available to your department or program. These generally refer to outside factors and can include things like workforce demand or external funding sources.

The ENVI Certificate has many partners that it teaches classes with including: Bristol Bay Native

Association, Bristol Bay Economic Development Corporation, Rural Alaska Community Environmental Job

Training Program (RACEJT), Southwest Alaska Municipal Conference, Alaska Department of Fish and

Game, US Fish and Wildlife Services, Togiak Wildlife Refuge. Nushagak Telephone and Electrical

Cooperative, Southwest Alaska Vocational and Educational Center (SAVEC), City of Dillingham, City of

Dillingham School District, Southwest Region School District, Lake and Peninsula School District, Alaska

SeaGrant Program, and Bristol Bay 4H Club.

ENVI faculty are working closer with the school districts, and incorporating more high school dual credit

programs with the 3 regional school districts. It is also forming two new pilot partnerships, funding for this

will come from a NSF Tribal Colleges and Universities Program (TCUP) grant proposal that will be written

in 2020:

1. UAA Geography Environment & Society Program – This partnership should help both UAA GEOG Dept

and UAF ENVI Program gain more students by offering an annual UAA field methods class in Dillingham

and an ENVI one credit course How to get a STEM Degree for advanced Bristol Bay high school students.

Participating UAA GEOG students have an option to complete the ENVI Certificate by completing the

remaining ENVI Certificate courses. Further, new UAF BBC students will have an opportunity to visit active

science departments and talk to UAA faculty about STEM degrees and certificates. This exploratory

partnership will be piloted in AY 2020 and 2021 to learn how, and if, it can be successful. Funding for this

partnership should be through a NSF TCUP grant we are currently writing. BBC was awarded a $2.5M 5-

year TCUP grant in the past that funded STEM education in the Bristol Bay region and is currently working

with NSF towards the goal of another TCUP grant.

2. UAF Resilience and Adaptation Program – Then ENVI program hopes to work with this graduate program

and invite some of their students to the Bristol Bay region to not only conduct their own research, but also

work with ENVI students who want to learn how to conduct their own small place-based research project.

By collaborating with these programs, ENVI works to help identify and develop place-based solutions to

some of the important rural problems in environmental-sociological systems. Students can use the tools of

the partners to address challenges and present local solutions in their communities and be informed citizens.

Community members like the ENVI Certificate curriculum because it educates students about the

interconnected, natural/living systems in supporting life and social well-being. These topics are similar to

Alaska native traditions and are the key threats and challenges that society faces (One Health). The ENVI

curriculum also covers sustainability in special topic courses requested by communities (table 2). Thus, the

place-based education often does not mean more degrees but specialized knowledge from individual classes.

This also allows opportunities to incorporate Indigenous Knowledge into teaching practices, including

contributions from elders.

A complete understanding of the benefits of this certificate require a holistic analysis, identifying the social

benefits provided by ENVI courses. Thus, considering the social benefits in the cost effectiveness evaluation

(CEE) would be a better metric for a region where students take classes to get a job or serve their community

but generally are not interested in graduating. This would also give a more complete picture of a program’s

costs and benefits to communities served with CRCD’s goal “To enhance educational equity while

strengthening the sustainability and development of Alaska Native and Rural Alaskan communities.”


4 | P a g e E N V I 2 0 1 5 - 2 0 1 9 S W O T

THREATS: Discuss the threats to your department or program. These generally refer to outside factors and can include things like external competition or reduced funding.

PAIR data from 2015 to 2019 show low enrollment and graduation rates. This is in contrast to much higher

number of enrolled students in ENVI OEs. Students have shown a preference for OEs. UAF does not

advertise or promoted OEs or certificates effectively, rather concentrating on Bachelor and graduate degrees.

Online technology is a treat as it often disrupts classes due to the regions poor bandwidth. Most of the classes

have an online component, but students seem to like classes with face-to-face contact with demonstrations.

The regional population has traditionally been taught through close contact with teachers (and elders) via

storytelling and leaning by doing (e.g. subsistence hunting).

The regional population numbers are low with approximately 60% identifying as Alaskan Native. Most

students are first in their family to attend college. With the correct incentives, there are many opportunities

to increase enrollment, but most young students wanting a traditional college experiences leave the region.

The UAF BBC Stay and Save Campaign started in 2014 has increased student headcount but has NOT

increased student graduation rates. Also, do to ENVI’s de-centralized nature and and our small footprint

in the UA system, ENVI has not experienced a mutually-beneficial inclusion in the indigenous programs

portion of UAF.

The ENVI program does have low student graduation rates but it does have enrolled students. Thus, different

objective and systematic outcome metrics are needed that on more than just on graduation rates, GPA, pre-

testing math skills, etc. A crucial question for the UA system is what are the educational needs of rural

regions? Answering this will give a better educational experience to both individuals as well as promote the

welfare of the rural communities. Currently the best model UAF offers are occupational endorsements, but

students still start but often do not complete these as well. We do strive for students to graduate from higher

education degrees but current UAF education model does not seem to work. Thus, for evaluation purposes,

the ENVI Certificate would be better served if evaluation reports included the number of courses offered.

A major threat is how ENVI is required to serve the educational needs of the region with its emphasis on

graduation rates and headcount. UAF BBC surveys have shown that students take classes but do not on

completing degrees or certificates. Rather, they wish to gain specific knowledge for personal or career

reasons. Many students are able to secure local jobs without competing degrees. Local employers have not

required graduation for many students to be hired.

While online instruction does have strengths and offer accessibility, there are threats inherent in the use of

this medium due to poor internet access in southwest Alaska.

1. Instructor Access to Students

Equity and accessibility of instructors to students (and vice versa) via transportation and online technology

is often difficult – Flights are expensive and often on weather delay and students often do not have modern

computers and good internet access to the online learning environment. These are significant issues in rural

areas where there is a large number of families living in poverty. From an administrative point of view, when

students cannot afford accessing the classes they are lost as customers.

2. Computer Literacy

Both students and faculty must possess a minimum level of computer knowledge in order to function

successfully in an online environment. Student success in an online program is dependent on making sure

they can navigate the Blackboard/Collaborate platform, a tool many students still need to learn.

3. Limitations of Technology

User friendly and reliable technology is critical to a successful online program. However, even the most

sophisticated technology is not 100% reliable. Often equipment used in an online program fail. Technology

is intended to be low profile and is used as a tool in the learning process. However, breakdowns do occur at

any point along the system interrupting the class. In situations like these, the technology is neither seamless

nor reliable, detracting from the learning experience.


5 | P a g e E N V I 2 0 1 5 - 2 0 1 9 S W O T

Appendix I

Table 1. Environmental Studies Classes offered from 2015 to 2019

YEAR Semester

Total

classes 1 credit 2 credit 3 credit Total by year

2019 Fall 8 5 1 2

Spring 18 15 1 2

Summer 6 5 1 Total 2019 = 32

2018 Fall 11 10 1

Spring 21 17 2 2

Summer 5 4 1 Total 2018 = 37

2017 Fall 15 12 2 1

Spring 15 11 3 1


2016 Fall 15 12 1 2

Spring 19 15 2 2

Summer 4 3 1 Total 2016 = 38

2015 Fall 6 4 2

Spring 16 15 1


TOTALS 161 130 16 15

Table 2. The total ENVI headcount (duplicated) for the years 2015 to 2019, with a mean of 341.6

taking students per year.

Table 3. The total number of graduates of ENVI Occupational Endorsements by year

2015 to 2019 (Total OE graduates = 96).

Year Headcount

2019 321

2018 373

2017 352

2016 499

2015 163

Total 1708

Year Rural Waste

management and

Spill Response

Sustainable

Energy

Rural Water

Quality Tech

2019 12 3 0

2018 12 11 0

2017 8 10 0

2016 15 13 0

2015 0 12 1

Total 47 48 1


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Appendix II

Student Oral and Posters Presentations from 2015 to 2019

• Poster: Christopher, M. and M. Golia. Swimmer’s Itch (Avian Schistomosomes): Expanded Range to Lake

Aleknagik, AK. American Geophysical Institute Virtual Poster Showcase, December 2019

• Poster: Angela Chingliak. A. Can a Gold and Copper Mine Feed a Subsistence Culture? Geoscience Alliance

Conference, Phoenix, AZ, January 31-February 3, 2019,

• Presentation: Susan McCullough. Teaching Sustainability at the Effie Kokrine Charter School, Alaska Forum

on the Environment. Anchorage February 6-10, 2017.

• Presentation: Leilani Luhrs. My Experiences Doing Undergraduate Interdisciplinary Research in Rural

Alaska, Alaska Forum on the Environment. Anchorage, AK, February 6-10, 2017.

• Poster: Leilani Luhrs. Traditional Knowledge and Changing Climate in Togiak. NSF TCUP Research

Symposium, Washington, DC, Aug 15- 16, 2016.

• Presentation: Leilani Luhrs. Climate Change and My Community: Togiak. Western Alaska Interdisciplinary

Science Conference. Dillingham, AK, March 9-12, 2016.

o WAISA 2016 Interdisciplinary Science Student Award

• Presentation: Leilani Luhrs. Student’s Perspective of an Undergraduate Climate Change Course. Alaska

Forum on the Environment. Anchorage February 8-12, 2016.

• Presentation: Jennifer Robinette, UAF’s responsibility to Natural Resources, Agricultural Education and

Research. Western Alaska Interdisciplinary Science Conference, Bethel, AK. April 15-17, 2015.

o WAISA 2015 Community Science Student Award.

ENVI Students Monica Christopher and Mayla Golia and their Virtual Poster for the American Geophysical Union.


7 | P a g e E N V I 2 0 1 5 - 2 0 1 9 S W O T

Appendix III

Introduction to the Bristol Bay and Aleutian and Pribilof Islands Service Area

Rural Alaska communities depend on healthy ecosystems to support their culture and subsistence way of

life. UAF BBC Environmental Studies Certificate is a place-based educational program that aims to

improve technical knowledge and skills necessary to allow students to take an active role in the

management of their rural community. This program is housed at the Bristol Bay Campus in Dillingham in

southwest Alaska and serves southwest Alaska including the recently add regions of the Aleutian and

Pribilof Islands. The region cover by UAF BBC extend westward over 1,100 miles from the southwestern

Alaska mainland and distributed over an area of over 100,000 square miles, a region slightly larger than

Ohio, Virginia, Kentucky and Maryland combined.

The ENVI program also includes three Occupational Endorsements 1. Rural Surface Water Quality Testing

2. Rural Waste Management and Spill Response

3. Sustainable Energy

CENTRALITY TO MISSION: The ENVI Certificate meets UAF's core themes through educating a rural undergraduate student population

that is over 60% Alaskan Native. Students are generally non-traditional and the first generation in their

family to attend college. The ENVI Certificate encourages students to participate in undergraduate research

by requiring an ENVI capstone experience (ENVI 265-Introduction to Methods in Environmental Studies

Reporting) that includes presenting original data at a regional science conference. The learning outcome

assessment for the ENVI Certificate shows that graduates are prepared for entry-level jobs and professional

work. For example, students have become involved in rural community development projects and engaged

in environmental policy. At least 30 students have landed jobs such as Rural Landfill Operator, Village

Administrator, and EPA Village Water Quality Specialist.


UAF Expedited Program Review, Fall 2019

Environmental Studies *Highlighted Cells Indicate A Requested Programdtitle part label fy2015 fy2016 fy2017 fy2018 fy2019 2018-2019 Change 2015-2019 Change FY19 Salaries and Benefits

BB ScienceMajors AAS Renewable Resources 2 3 1 1 2 100.00% 0.00% BB Science Environmental Studies Restricted $156,044.64)

Cert Environmental Studies 6 8 8 11 9 -18.20% 50.00% Unrestricted $118,003.49)*A student seeking more than one degree, or changing major during a fiscal year, is counted more than once. Total $274,048.13)

BB Science Degrees Cert Environmental Studies 1 0 0 2 0 -100.00% -100.00%

BB Science FTEs Faculty FTEs 0.69 0.71 0.52 1.08 1.58 46.30% 129.00%

*For the faculty, staff, and student job classes, this table is based on the actual number of days each employee is in active status in each fiscal year, and on the organization code(s) responsible for paying each person's salary. Note that full-time faculty on 9-month

contracts will be counted as only 0.75 FTEs each. Adjunct FTE has been approximated by counting the number of course hours taught by people who have adjunct contracts with each department and dividing by 40.

FY19 Instructional ExpendituresProduced by Pair: BB Science Environmental Studies Restricted $219,636.56Adam Watson, Director of Pair: [email protected] Unrestricted $147,482.35Daniel Karwoski, graduate student responsible for creating the report: [email protected] Total $367,118.91


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