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Introduced by:
Date:
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
UAC
April 12, 2002
Senate Bill No. 0102-12
FACULTY-INITIATED INTERDISCIPLINARY PROPOSAL FOR A
BACHELOR OF SCIENCE DEGREE IN ENVIRONMENTAL SCIENCE
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1.
Approve the Faculty-Initiated Interdisciplinary Proposal for a Bachelor of Science
(BS) degree in Environmental Science.
2.
That this becomes effective Fall 2002.
3.
That the bill be referred to the President for approval and implementation.
l
FACULTY-INITIATED INT E RD IS CI PL IN ARY
PROPOSAL
for a
BACHELOR OF SCIENCE DEGREE (B.S.)
in
ENVIRONMENT AL SCIENCE
Submitted
by
The Department of Earth and Atmospheric Sciences
University at Albany
State University of New York
Braddock K. Linsley
Associate Professor
Geological Sciences Program
Vincent P. /done
Associate Professor
Atmospheric Science Program
December 20, 2001
Introduction
The members of the faculty of the Department of Earth and Atmospheric Sciences
(DEAS) propose a new Bachelor of Science (B.S.) degree in Environmental Science to
begin in the Fall semester of 2002. This degree would be a multi- and trans~disciplinary
major that would utilize strengths from several departments at this University. The degree
is designed to meet the oft expressed student desire for such a fortnal degree program
here, as well as the clear need of potential employers (within private industry and the
government) to have graduates trained within the interdisciplinary fields that are
collectively known as Environmental Science.
The proposed degree requirements are outlined below and are presented in more
detail in Appendix I. Classes required for the degree would consist of a core curriculum
of 46 credits in environmental and foundation courses spanning six departments. In
addition, one of four specialty tracks would be selected by the student, each track
entailingl 9-20 credits: Earth Science, Atmospheric Science, Biology, or Geography. The
degree is a combined major/minor totaling 65-66 credits. The program as proposed has
been built around existing faculty strengths, and where possible, · existing classes to
facilitate its initiation. In its initial implementation, no additional faculty resources or
significant physical infrastructure would be required.
Significant collective environmental science expertise presently exists on campus
as represented within the Department of Earth and Atmospheric Sciences, the related but
distinct institution, the Atmospheric Sciences Research Center (ASRC, which is housed
in the Center for Environmental Science and Technology Management), the Department
of Biological Sciences, the Department of Geography and Planning, the Institute for
Health and the Environment, and the Department of Environmental Health and
Toxicology (School of Public Health) as well as the Rockefeller College of Public Affairs
and Policy.
The Albany area has yet additional trenchant environmental expertise
represented in external (but potentially participatory) entities such as the NYS
Department of Environmental Conservation· (DEC), the Wadsworth Center (NYS
Department of Health) and the U.S. Geological Survey (USGS). Once the program is
established, we intend to utilize these exceptional resources for further development of
the Evironmental Science major, particularly with respect to student research and
internship opportunities. The presence of nearby EPA Super Fund sites ( e.g., Upper
Hudson River and the Patroon Creek) offers potentially even more opportunities for field-
related activities and interactions with State and Federal experts. There can be no doubt
that our institution and region offer a truly substantive environmental education
opportunity. This potential begs to be realized.
It should be noted that the Department of Geography and Planning (GP) also
intends to submit a new degree for consideration ( either simultaneous with or shortly
after submission of this proposal) that will complement the degree described herein. GP
will propose a new Bachelor of Arts (B.A.) in Environmental Studies; the B.A. would be
more focused on planning and policy issues related to the environment. In contrast to the
B.A., the B.S. must necessarily concentrate on providing the student with training of
sufficient breadth and rigor within the sciences appropriate to this inherently inter-
disciplinary field. These two degrees (Environmental Science B.S. and Environmental
Studies B.A.) would provide students interested in environmental careers with a new set
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of degree paths hitherto unavailable formally on this campus. ObviQusly, the net effect
should be that additional students would be attracted to this campus that might not have
come otherwise. This is consistent with the stated goals and aspirations of this institution
as presently outlined within the Strategic Plan for the University at Albany (1998), as
well as the recently agreed upo·n Mission Review (Memorandum of Understanding
Between U-Albany and SUNY, 2001).
(These documents are available· on the
University's web site: http://www. a/bany. edulnews _information_ events/index.html.)
Programmatic Distinctiveness
The Evironmental Science B.S. program we propose would be distinctive within
at least the following aspects:
•
Quantitative, fielµ- arid/or laboratory-intensive;
•
Inherent flexibility via the specialty track options (see Appendix I);
•
Enhanced linkages between Earth and Atmospheric Sciences, Biological
Sciences, and Geography and Planning programs;
•
Utilization of resident DEAS expertise in climate/surface processes studies (on
both regional and global scales);
·
•
Utilization of existing environmental expertise and/or facilities within the region
(e.g., DEC; USGS; National Weather Service [NWS]; School of Public Health;
Rockefeller College; Atmospheric Science Research Center [ASRC]; Wadsworth
Laboratory; Mohawk Tower Observatory; Institute For Health and The
Environment-SUNY);
•
Access to field sites such as Whiteface Mountain Research Station (which is
operated by ASRC); USGS Catskill region; the Huyck Preserve, Dippikill, the
Albany Pine Bush, and Superfund Sites (Upper Hudson River, the Patroon Creek,
Mereco, and National Lead Industries sites, all of which are local to U-Albany).
Program Overview
Environmental Science core curriculum:
Atm 100N
Geo l00N
Geo/Gog 201
Geo 210
Geo 250
Geo 350
Gog 330
Mat 111 or 112
Mat 113
Mat 108
Bio 1 l0N/F
Chm 120N
Phy 105N+ 108N
3 credits:
3 credits:
3 credits:
3 credits:
3 credits:
4 credits:
3 credits:
4 credits:
4 credits:
3 credits:
4 credits:
3 credits:
6 credits:
The Atmosphere
Planet Earth
Environmental Analysis
Earth Materials (revised course)
Energy and Resources (revised course)
Environmental Geochemistry (revised course)
Principles of Environmental Management
Algebra and Calculus II or Calculus I
Calculus II
Statistics
General Biology I
General Chemistry I
General Physics I and II
Total credits in Environmental Science B.S. core curriculum:
46
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Elective credits in one specialty track (see Appendix I):
(1) Earth Science;
(2) Atmospheric Science;
(3) Biology;
( 4) Geography
Total credits in Environmental Science B.S.:
19-20
65-66
Comparison with Other Environmental Science Programs at Comparable Institutions
We have compared the curriculum for this proposed major to existing
"Environmental" programs at 1,other Universities and we find that this program, as
proposed, is distinctive in its academic breadth and rigor, and in its flexibility of specialty
track choice. Specifically, the Atmospheric Science and Geography . tracks would be
unique among academic institutions in the northeastern U.S.
Most other "Environmental" B.S. degrees are modifications of Geoscience
programs and therefore focus primarily on the geosciences. Programs of that type are
similar in content to B.S. degrees in Geology with other coursework in environmental
geology and surface/groundwater hydrology. An exception is the Rutgers University
B.S. program in Environmental Science, which is offered within their Department of
Environmental Science (see Appendix II). This program requires study in a more diverse
array of environmental disciplines that is, in fact, similar to the program proposed here.
The University at Albany program would be similar in structure to the Rutgers program,
but would remain distinct in reflecting specific faculty research specializations and long-
standing programmatic strengths that exist here (i.e.;'" paleoclimatology, geochemistry,
soil science, atmospheric chemistry/air pollution, aerosol physics and meteorological
instrumentation).
It should also be appreciated that our program will be complementary to other
programs within the SUNY system. The proposed program will emphasize our local
recognized strengths in atmospheric science, geology, and paleoclimatology. As such,
the programs at Syracuse and Stony Brook are not subjected to undue competition, as
their emphases are forestry and marine science, respectively. Hence, within the SUNY
system, our proposed program will fill an entirely appropriate niche.
Expected Student Demand and Faculty/Facility Resource Implications
Based upon a review of the current number of Geology and Atmospheric Science
majors at the University at Albany, and review of other programs, we estimate that this
new major will initially attract 30 to 40 majors over a two to three year period. Some of
these could be current Geology or Atmospheric Science majors that would change to the
new major, though we expect that at least half would be newly declared majors. As the
major became established and the uniqueness of the program was realized, we anticipate
that students enrolling here with this intended major would be primarily those that
otherwise would not have come to this campus. We have, in fact, consulted with Mr.
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Harry Wood, the Director of Admissions, regarding a realistic expectation of overall
student demand for this major presently and for the next several years at least. He was
gracious enough to provide a letter of support along with relevant statistics (see Appendix
Ill). We believe, as he does, that these statistics confirm that there is ample student
demand for this major. Further, our informal ties to private industry indicate there is a
good demand for such a major, and this demand is expected to remain strong for the
foreseeable future.
Also presented in Appendix Ill are letters of support from the chairs of the five
other departments on campus that would provide required courses for this new degree.
All assert that this would be a positive addition to this campus, and indicate that their
respective department's course contribution would not be problematic as based upon our
estimated enrollment over the initial years of offering this major.
An additional benefit of the Earth Sciences specialty track is the creation of new
shared-resource (undergraduate/graduate) classes that will be developed. These classes
will strengthen and re-focus the graduate level Geological Sciences program toward areas
of environmental science and environmental change, further strengthening the
interdisciplinary "bridge" between the Geological Sciences and Atmospheric Science
programs.
We also anticipate increased interaction with faculty in the biodiversity
program of the Department of Biological Sciences. Indeed, Professors T. Caraco and G.
Robinson have actively and supportively contributed to consideration of this proposal.
Professor Gary Kleppe!, Director of the Biodiversity, Conservation and Policy Program,
also has offered a strong letter of support for the proposed degree (see Appendix Ill).
The program, as proposed here, has been built around existing faculty and
facilities.
Because of this design, initially no additional faculty resources would be
required to get the program up-and-running. In addition, no new laboratories or other
infrastructure facilities would be needed. Depending on program popularity and faculty
changes in the future, additional faculty resources may be required as the program
develops, but this criterion applies to all programs on campus. Because we have focused
on utilizing a mixture of existing classes and development of only critically relevant new
coursework, we also anticipate that a minimal increase of just one or two teaching
assistants would be sufficient to initiate the program.
Certainly, to mount this
Environmental Science program with existing faculty resources, modifications to the
current Geological Sciences B.S. program will be required. The proposed revisions are
described in the next section. Note, however, that the Geological Sciences B.S. degree
will remain as an available and viable program within the department.
Revisions to the Existing Geological Sciences B.S. Degree
To implement the Environmental Sciences B.S. as proposed here (without
additional faculty) does necessitate certain revisions to the present Geological Sciences
B.S. degree. Several required classes would be modified and the major would acquire
somewhat of an environmental-geology slant similar to programs that exist at Lehigh
University, Boston University, and SUNY-Buffalo (among others). The revised
Geological Sciences B.S. degree would now entail coursework as detailed in Appendix V.
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New and Revised Courses
Four new courses have been created to provide additional underpinning for the
new environmental science major. These include Earth Surface Processes and Hazards
(Geo 260),
Instrumental Analysis in Environmental Science
(Geo 420/520),
Paleoclimatology (Geo 450/550), and Marine/Estuary Systems (Geo 466/566). Details
concerning each of these courses are provided in Appendix IV (see associated Course
Action Forms and course syllabi). Five other courses would undergo major revision and
be renamed: Earth Materials (Geo 210), Earth Materials Laboratory (Geo 212),
Stratigraphy, Sedimentology and the Fossil Record (Geo 230), Energy and Resources
(Geo 250), and Environmental Geochemistry (Geo 350). We anticipate no problems in
offering these courses frequently enough to allow potential majors to complete their
degrees in a timely manner.
Proposed Degree Curriculum Relative to the New General Education Program
The Environmental Science B.S. degree curriculum proposed here will naturally
overlap with courses required in the new General Education program. For example, any
student selecting. this major must necessarily satisfy both Natural Science course
requirements, as well as the Mathematics and Statistics requirement via the core
curriculum.
The lower level writing requirement is satisfied if the student selects
General Biology I (Bio 11 OF) as writing intensive. Environmental Chemistry (Geo 350),
another required core course, will also satisfy an Oral Discourse requirement (see Course
Action Form and syllabus for this revised course in Appendix IV). Courses within the four
specialty tracks offer a good opportunity to satisfy the upper level writing requirement as
well. Hence, the overlap of requisite coursework between the new General Education
program and the proposed Environmental Science major is, in our opinion, quite typical
and reasonable.
Student Advisement Load
The members of the faculty of the Department of Earth and Atmospheric Sciences
recognize that any increase in department majors necessarily entails a correspondingly
greater student advisement responsibility. To date, DEAS has an exemplary record of
undergraduate student advisement; this is a facet of our department that we are
particularly proud of. In this respect, the members of the faculty of DEAS are committed
to handling any additional student advisement load with the same level of dedication and
care as at present. Any major within our department will receive not merely adequate
advisement, but truly superior advisement. This attention to advisement is a fundamental
tenet applied to all programs offered in the department. If the reader believes these
assertions amount to exaggeration, the reader is invited to contact Mr. John Downey,
Director, Advisement Services Center/Undergraduate Studies.
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Summary
A formal program in Environmental Science is long overdue for this campus. The
available faculty and infrastructure for such a program. is undeniably present but latent,
needing only a point of coalescence. Admittedly, other programs exist within the SUNY
system, as well as within the local and regional academic venue.
Nonetheless, the
proposed program· would have clear distinctiveness, as described above, within the
context of our established strengths in teaching and research.
With these strengths
integrated into a coherent curriculum for the new major, we are confident that DEAS and
U-Albany will provide yet another high-quality undergraduate experience for our
students - to their ultimate benefit. We look forward to having the opportunity to bring
this new major in Environmental Science to maturity.
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APPENDIX
I
Proposed Bachelor of Science Degree (B.S.)
.
ID
Environmental Science
Department of Earth and Atmospheric Sciences
University at Albany, State University of New York
A combined major/minor totaling 65-66 credits.
Programmatic Distinctiveness
•
Quantitative, field- and/or laboratory-intensive;
•
Inherent flexibility via the specialty track options;
•
Enhanced linkages between Earth and Atmospheric Sciences, Biological
Sciences, and Geography and Planning programs;
•
Utilization of resident DEAS expertise in climate/surface processes studies (on
both regional and global scales);
•
Utilization of existing environmental expertise and/or facilities within the region
(e.g., DEC; USGS; National Weather Service [NWS]; School of Public Health;
Rockefeller College; Atmospheric Science Research Center [ASRC]; Wadsworth
Laboratory; Mohawk Tower Observatory; Institute For Health and The
Environment-SUNY);
.
•
Access to field sites such as Whiteface Mountain Research Station (which is
operated by ASRC); USGS Catskill region; the Huyck Preserve, Dippikill, the
Albany Pine Bush, and Superfund Sites (Upper Hudson River, the Patroon Creek,
Mereco, and National Lead Industri_es sites, all of which are local to U-Albany).
The Environmental Science B.S. curriculum consists of a core of 46 credits plus selection
of one specialty track of 19-20 credits (see below).
Environmental Science B.S. core curriculum:
Atm l00N
Geo l00N
Geo/Gog 201
Geo 210
Geo 250
Geo 350
Gog 330
Mat 111 or 112
Mat 113
Mat 108
Biol l0N/F
3 credits:
3 credits:
3 credits:
3 credits:
3 credits:
4 credits:
3 credits:
4 credits:
4 credits:
3 credits:
4 credits:
The Atmosphere
Planet Earth
Environmental Analysis
Earth Materials (revised course)
Energy and Resources (revised course)
Environ. Geochem. (revised w/ Oral Disc. Req.)
Principles of Environmental Management
Algebra and Calculus II or Calculus I
Calculus II
Statistics
General Biology I
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Chm 120N
Phy 105N+ 108N
3 credits:
6 credits:
General Chemistry I
General Physics I and II
Total credits in Environmental Science B.S. core curriculum:
46
Elective credits in one specialty track (see below):
19-20
(1) Earth Science
(2) Atmospheric Science
(3) Biology
(4) Geography
Total credits in Environmental Science B.S.:
Specialty Tracks
Earth Science Specialty Track (19-20 credits)
Required:
65-66
Geo 212
Geo 260
Geo 420/520
1 credit:
3 credits:
3 credits:
Earth Materials Laboratory (revised course)
Earth Surface Processes & Hazards (new course)
Instrum. Analysis in Environ. Sci. (new course)
Electives (any combination):
Bio 316
3 credits:
Geo 330
3 credits:
Geo 435/535
3 credits:
Geo 450/550
3 credits:
Geo 466/566
3 credits:
Geo 497
1-3 credits:
Geo 498
Phy 202N
3 credits:
3 credits:
Biogeography
Structural Geology I
Geohydrology
Paleoclimatology (new course)
Marine/Estuary Systems (new course)
Independent Study (at USGS or other local
organization)
Honors Research
Environmental Physics
Atmospheric Science Specialty Track (19-20 credits)
Required:
Atm 210/Z
Geo 260
4 credits:
3 credits:
Electives (any combination):
Atm 211
4 credits:
Atm 304/Z
3 credits:
Atm 305
3 credits:
Atmospheric Structure
Earth Surface Processes and Hazards (new course)
Weather Analysis and Forecasting
Air Quality (alternates with Atm 307)
Global Physical Climatology (alt. years)
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Atm 307/Z
Atm 311
Atm 335
Atm 422
Atm 408B
3 credits:
4 credits:
3 credits:
2 credits:
3 credits:
Atmospheric Chemistry (alternates with Atm 304)
Severe and Unusual Weather Anal. & Forecasting
Meteorological Remote Sensing ( alt. years)
Meteorol. Instrumentation & Meas. ( alt. years)
Hydrometeorology
Additional electives (maximum of two):
Geo 420/520
3 credits:
Instrum. Analysis in Environ. Sci. (new course)
Geo 450/550
3 credits:
Paleoclimatology (new course)
Gog 304
3 credits:
Climatology
Bio 316
3 credits:
Biogeography
Phy 202N
3 credits:
Environmental Physics
Biology Specialty Track (19-20 credits)
Required:
Bio 11 lN
Bio 320
4 credits:
3 credits:
Electives (any combination):
Bio 212
4 credits:
Bio 314
3 credits:
Bio 316
3 credits:
Bio 319/Z
3 credits:
Bio 325
4 credits:
Bio 365
3 credits:
Bio 366
3 credits:
Bio 402
3 credits:
Bio 422
3 credits:
Bio 432
3 credits:
Bio 436
3 credits:
Bio 442/443
3-+-1 credits:
Bio 445
3 credits:
Bio 450
3 credits:
Bio 455
4 credits:
Bio 468
3 credits:
General Biology II
Ecology
Introductory Genetics
General Bacteriology
Biogeography
Field Biology
Comparative Anatomy of Chordates
Biological Chemistry
Biological Chemistry II
Evolution
Biological Architecture
Animal Behavior
Sensory Worlds
Restoration Ecology and Laboratory
Experimental Ecology
Biodiversity (possibly revised?)
Plant Ecology
Behavioral Ecology
Geography Specialty Track (19-20 credits)
Required:
Geo 260
3 credits:
Earth Surface Processes and Hazards (new course)
Electives (at least four Gog courses):
Gog 290
4 credits:
Introduction to Cartography
Gog 293
3 credits:
Use and Interpretation of Aerial Photographs
Gog 304
3 credits:
Climatology
Gog 385
4 credits:
Introduction to Remote Sensing of the Environment
Gog 414
3 credits:
Computer Mapping
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Gog 485
Gog 496
Geo 420/520
Geo 435/535
3 credits:
3 credits:
3 credits:
3 credits:
Advanced Remote Sensing of the Environment
Geographic Information Systems
Instrum. Analysis in Environ. Sci. (new course)
Geohydrology
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APPENDIX II
Rutgers Program
Rutgers University:
Environmental Sciences B.S. within the Department of Environmental Sciences:
Degree: B.S.
Students selecting the program in Environmental Sciences gain an
understanding of the biological, chemical, and physical sciences and their application to
environmental problems. Students will select an option emphasizing the chemical,
physical, or biological aspects of the discipline. The program permits a reasonable degree
of freedom in course of study. Selection of electives will allow students to specialize in
study of air, water, or soils related problems as well as pollution and treatment sciences
and environmental health, occupational, or radiological science studies. With consultation
with the faculty advisor, students can design a program to meet the requirements for
graduate study and to provide the basis for a professional career in government,
education, consulting, or industry.
Rutgers Required Courses (52-57 CREDITS) for Environmental B.S.
Quantitative Methods (4 credits)
01 :640: Calculus 1
Computer Competence (3 credits)
11 :375:303 Numerical Methods (3) fulfills this requirement.
101:198:110 Introduction to Computers and Their Application (3)
or equivalent can be substituted.
Professional Ethics
Ethical problems in environmental and regulatory fields are addressed throughout the
program in both introductory- and advanced-level courses.
Basic Science Requirements
01: 119: 101-102 General Biology ( 4,4)
01:160:161-162 General Chemistry (4,4)
01: 160: 171 Introduction to Experimentation ( 1)
01 :750: 193-194 Physics for the Sciences (3,3) or 01 :750:203-204 General Physics (3,3)
or 01:750:201-202 Extended General Physics
11 :704:351 Principles of Applied Ecology (4) or 01: 119:330 General Ecology (3)
11 :960:211 Introduction to Statistics (3) or equivalent
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.
.
' ,.
Environmental Sciences (375) Requirements (15 Credits)
11 :375:101 Introduction to Environmental Science (3)
11 :375:201 Biological Principles of Environmental Science (3)
11:375:202 Chemical Principles of Environmental Science (3)
11:375:203 Physical Principles of Environmental Science (3)
11 :375:303 Numerical Methods in Environmental Science (3)
Each student will complete one of the following 4 options, including a concentration:
A: Environmental Biology
B: Environmental Chemistry
C: Environmental Physics
D: Applied Environmental Sciences
Rutgers University, Geology Department: Environmental Geology Track
The curriculum below stresses the interdisciplinary nature of both geological and
environmental sciences. Students are encouraged to take additional courses in geology,
mathematics, computer science, statistics, and. the physical and biological sciences. A
faculty adviser-assigned by the departmental office at the time the student declares the
major-recommends elective courses that best suit the student's career options.
Foundation Courses
01: 119:101-102 General Biology (4,4)
01:160:161-162 General Chemistry (4,4)
01 :160:171 Introduction to Experimentation (1)
01 : 160 :209 Elementary Organic Chemistry (3)
01:460:101 Introductory Geology (3)
01:460:103 Introductory Geology Laboratory ( 1)
01 :640:CALC1-CALC2 Calculus (4,4)
01 :750:203-204 General Physics (3,3)
Geological and Environmental Science Courses
01:460:307 Structural Geology (4)
01 :460:330 Sedimentary Geology (4)
01:460:331 Fundamentals of Mineralogy and Petrology (4)
01 :460:410 Field Geology (3) or equivalent (see Field Requirement)
01:460:412 Introduction to Geophysics (4)
11:375:201 Biological Principles of Environmental Science (3)
11 :375:202 Chemical Principles of Environmental Science (3)
11:375:203 Physical Principles of Environmental Science (3)
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