Self-Study
Physical Science Program Review
College of Arts and Sciences
March 27, 2007
Table of Contents
Part 1: Institutional History
Part 2: Trends in the Discipline
Part 3: Academic Program and Curriculum
Part 4: Program Enrollment and Student Placement
Part 5: Faculty Credentials
Part 6: Academic and Financial Support
Part 7: Facilities and Equipment
Part 8: Assessment and Strategic Plans
Appendix A: Undergraduate Research Projects
Appendix B: Physical Sciences Education Advising Checksheet
Appendix C: Faculty Vitae
Appendix D: Chemistry and Physics Lab Equipment
Appendix E: Program Assessment Report
Appendix F:
Institutional History
For most of its history, DSU has been identified with teacher
preparation, first as a normal school and later as a four-year public college.
The University has had several different names, among them Madison Normal,
In 1984, the South Dakota
Legislature and the South Dakota Board of Regents turned to
In recognition of its pioneering academic programs and outreach efforts, DSU was selected as one of the ten finalists for the 1987 G. Theodore Mitau Award. The Mitau Award is peer recognition by the nation’s largest association of higher education institutions, the American Association of State Colleges and Universities, of the nation’s top state colleges and universities for innovation and change.
College
The
The College of Arts and Sciences offers Bachelor of
Science degree programs in Biology for Information Systems, Digital Arts and
Design, English for Information Systems, Mathematics for Information Systems,
Physical Science, Scientific Forensic Technology, and Respiratory Care and
Bachelor of Science in Education degree programs in Biology for Information
Systems, English for Information Systems, Mathematics for Information Systems
and Physical Science. In addition to
these degree programs, the
The Physical Science degree programs (B.S. and B.S.Ed.) were established in May 2000. Prior to that date,
there were individual programs in Physics for Information Systems and Chemistry
for Information Systems, plus B.S.Ed. programs in
each of those areas. The
In addition, the combined degrees in physical sciences removed the isolation commonly found in small college’s traditional physics and chemistry degree programs and highlighted the intimate relationship between the two disciplines.
As an example of the changing technology, DSU began implementing a wireless mobile computing initiative in Fall 2004, mandating student leases of tablet PCs with a nominal user fee. The faculty and students quickly grew to depend on the specialized technology and, as a result, the tablets have become tightly integrated with nearly all classes at DSU. This is another example of DSU’s continuous efforts to incorporate the latest technology into the curriculum.
Date of last Physical Science program review: This is the first review of the Physical Science program since the physics and chemistry programs were combined in 2000. Please note that only the B.S. in Physical Science is included in this program review. The B.S.Ed. in Physical Science will be reviewed as part of the NCATE accreditation process in 2008-2009.
Outcomes of the last physical science program review: Not Applicable.
Trends
in the Academic Program
The exponential growth of knowledge in the physical sciences is occurring at all levels of investigation. New journals devoted to specialized disciplines appear frequently. Because of globalization, issues that were once considered local now affect much broader areas. Today, in the physical sciences, the frontier is anywhere and everywhere, and it changes at an unbelievable pace. Computer technology is integrated into these discoveries in different ways, but it is present at all levels.
Locally and nationally, there is a critical shortage of physical science
majors and teachers highly versed in the physical sciences. Locally, the prospect of the Homestake Mine
Deep-Underground Science and Engineering Lab promises to be the next great
project in physics, making the need for local physicists of critical
importance. And, the constant need to monitor the environment and develop new
materials is another driving force behind the need for chemistry and physics
professionals. National concerns about low program enrollments in the physical
sciences have recently been in the news, at the same time that the number of
science majors is increasing at the international level. This disparity suggests
that the
Ways in which trends have influenced
academic programs, as well as ways in which the trends are likely to influence
programs in the future
Academic programs are charged with the task of educating students to be
effective and productive in fields continually changing. Trends have fluctuated
wildly, but one constant is providing students with the best possible
background for fields or areas which may not have existed at the beginning of
an undergraduate career. Although some universities have chosen to focus
undergraduate education on areas related to specific trends, others seek to
provide a more general but solid foundation designed to enable students to
thrive as new discoveries challenge the discipline to change in response to new
developments.
The physical science program at DSU has chosen to provide students with a strong foundation firmly grounded in core physical and chemical principles. Rooted in the mission of DSU, the physical science program continues the integration of computer technology and trains students in a broad manner. Because of these strengths, the physical science program focuses on the basic science commonalities between chemistry and physics. This produces graduates capable of working either as chemists or physicists. Moreover, these technologies and skill sets are adaptable across the physical sciences, thereby producing students responsive to new trends surfacing at various intervals during their working careers.
Program limitations relative to
trends (concerns related to human, financial and physical resources)
The program limitations are highly tied to human and financial resources. The institution currently has just one chemistry and one physics professor, both of whom teach all the sub-disciplines of their respective fields. The problem is intensified by the large numbers of students taking the first-year courses as general education courses. (Course enrollments for physics and chemistry courses are included later in this document.)
Because major enrollments are low, the physical science program does not generate sufficient lab and program fees each year to finance all the needed equipment purchases and upgrades. As a consequence, lab fees must accumulate for several years before purchases can be made, making it difficult to strategize the purchase of new equipment. Instruments considered to be standard in educational labs are slow in coming, such as the FTIR which was finally replaced many years after the original instrument malfunctioned. The current lab equipment situation sometimes requires that the physical science faculty create practical and educational labs with insufficient or malfunctioning equipment.
While the faculty and the administration have actively pursued grant opportunities that could fund equipment upgrades in recent years, they have not been successful to date. In addition, the Academic Support subcommittee of the DSU Foundation has also identified several strategies to improve the science equipment on campus:
o An alliance with the State Department of Criminal Investigation, to receive their surplus equipment as new equipment is purchased for that facility
o Recommendation that science equipment upgrades be included in the capital campaign that will be launched by the university next year.
o Solicitations to science graduates and their employers, with an emphasis on fundraising for science equipment
These problems make it difficult for the physical science faculty to work
outside of the boundaries of their teaching duties. Service to the community
and research activities are severely restricted by the heavy teaching loads,
especially outside of the fields of strength of the faculty. However, one strength of DSU’s program is its
location in the
Academic
Programs and Curriculum
Academic degrees offered
Currently, students majoring in physical science have a variety of curriculum choices; the program offers two specializations and three emphases within each specialization. Students are required to take a core of courses and then must elect either the chemistry or the physics specializations, adding 13 hours of discipline-specific coursework. In addition, students elect a business management, computer science or secondary education emphasis, which adds either 27 or 32 (secondary education only) credits of courses in the area of their specialization. For example, if a student elects the physics specialization with a computer science emphasis, the majority of his/her program will consist of 36 hours of core coursework, 13 hours of higher-level physics, and 27 hours of computer science courses.
It should be noted that the heart of the physical science program is built on the common grounds found in both chemistry and physics with the use of more advanced mathematical skills. These grounds make up the bulk of the core courses that all physical science majors take, and include 12 hours of chemistry (general chemistry and one semester of organic chemistry), 12 hours of physics (university physics and either mechanics or electricity and magnetism), 11 hours of mathematics (calculus I and II and differential equations), and 8 hours of common courses (including thermodynamics, quantum mechanics, statistical thermodynamics and computational methods). An additional 5 credit hours, including one course in earth and space science and one in a natural science computer applications course, are included in the core courses. These courses are included to help broaden the student’s view of the physical sciences and their applications.
Curricular Core Courses
All students majoring in physical science are assumed to take General Chemistry I (CHEM 114), University Physics I (PHYS 211) and Calculus I (MATH 123) as part of their general education electives. In addition, all students take the following:
CHEM 114 General Chemistry
II............................................... 4
CHEM 326 Organic Chemistry
I................................................. 4
ESCI 208 Introduction to Earth and Space
Science.................... 2
MATH 125 Calculus
II................................................................ 4
MATH 321 Differential Equations..............................................
3
PHSI 330 Introductory Quantum
Mechanics........................... 2
PHSI 343 Introductory
Thermodynamics................................. 2
PHSI 411 Introductory Statistical Mechanics............................2
PHSI 421 Adv Computational Methods in Physical
Science..... 2
PHYS 213 University Physics
II................................................ 4
SCTC 303 Computer Applications in the Natural Sci............... 3
Specialization Options
All physical science majors must choose one of two specializations, either chemistry or physics. Each of these specializations requires an additional 13 credit hours in the area of their choice. Combined with the core courses (above), students may have the coursework equivalent of an ACS (American Chemical Society) certified program in chemistry or an AIP (American Institute of Physics) certified program in physics.
Chemistry Specialization
CHEM 332 Analytical Chemistry............................................... 4
CHEM 452 Inorganic Chemistry................................................. 3
CHEM 498 Undergraduate Research/Scholarship....................... 2
Plus 4 hours from the following:................................................... 4 *
BIOL 311 Principles of Ecology..........................................4
BIOL 331 Microbiology.......................................................4
BIOL 343 Cell and Molecular Biology................................4
BIOL 371 Genetics...............................................................4
BIOL 492 Topics..................................................................1
CHEM 328 Organic Chemistry II........................................4
CHEM 460 Biochemistry.....................................................3
CHEM 492 Topics................................................................1
PHSI 345 Kinetics and Equilibrium......................................2
PHSI 492 Topics....................................................................1
PHYS 439
PHYS 492 Topics...................................................................1
Physics Specialization
PHYS 439
PHYS 451 Classical Mechanics............................................. 4
PHYS 498 Undergraduate Research/Scholarship................... 2
Plus 4 hours from the following:............................................. 4
CHEM 492 Topics.............................................................1-4
PHSI 345 Kinetics and Equilibrium....................................2
PHSI 492 Topics.................................................................1-4
PHYS 351 Intermediate Quantum Mechanics....................2
PHYS 361 Optics................................................................3
PHYS 424 Digital Electronics.............................................4
PHYS 492 Topics.................................................................1-4
Emphasis Options
In addition to the specialization, each physical science major must choose an emphasis, which provides additional coursework in business management, computer science or secondary education. The business management emphasis is designed for students who wish to get a job right after education; with the business management courses, our majors will be better prepared for management positions. The computer science emphasis is designed for students interested in a pure science program. The secondary education emphasis is designed to help fill a critical need for middle and high school teachers with a strong background in and appreciation for the physical sciences.
Business Management 35
hours
Additional Core Requirement in
Biology: 8 hours
BIOL
151 General Biology I 4
Plus four hours from the
following:
BIOL 311 Principles of Ecology 4
BIOL 331 Microbiology 4
BIOL 343 Cell and Molecular Biology 4
BIOL 371 Genetics 4
BIOL 492 Topics 1-5
Business Management Requirement: 27 hours
Students who select the business management emphasis must take
ECON 201 as part of the system-wide general education requirements.
ACCT 210 Principles of Accounting I 3
ACCT 211 Principles of Accounting II 3
BADM 220 Business Statistics 3
BADM 310 Business Finance 3
BADM 321 Business Statistics II 3
BADM 360 Organization and Management 3
BADM 425 Prod./Oper. Management 3
ECON 202 Principles of Macroeconomics 3
Plus 3 hours chosen from the following list:
BADM 334 Small Business Management 3
BADM 350 Legal Envir. of Business 3
BADM 370 Marketing 3
BADM 426 Inventory Control 3
BADM 427 Logistics 3
BADM 428 Material Handling and
Facilities Design 3
BADM 435 Mgmt of Technology and Innovation 3
BADM 436 Entrepreneurship 3
BADM 460 Human Resources Mgmt. 3
OED 344 Business Communications 3
Computer Science 35 hours
Additional Core Requirement in Biology: 8 hours
BIOL 151 General Biology I 4
Plus 4 hours from the following:
BIOL 311 Principles of Ecology 4
BIOL 331 Microbiology 4
BIOL 343 Cell and Molecular Biology 4
BIOL 371 Genetics 4
BIOL 492 Topics 1-5
Computer Science Requirement: 27 hours
Students who select the computer science emphasis are strongly urged to
select two languages (one primary and one secondary) in which to be
proficient. For example, a student may elect to take C++ as their primary
programming language and JAVA as their secondary choice.
CIS 277 OS Interfaces and Utilities 3
Or CSC 456 Operating Systems
CIS 332 Structured Sys Analysis & Design 3
CSC 250 Computer Science II 3
CSC 260 Object Oriented Design 3
CSC 300 Data Structures 3
CSC/MATH 316 Discrete Mathematics 3
CSC 461 Programming Languages 3
Plus 6 hours chosen from the following list:
CIS 377 On-Line Applications 3
CIS 383 Networking I 3
CIS 384 Decision Support Systems 3
CIS 427 Info Systems Planning and Mgmt 3
CIS 447 Artificial Intelligence 3
CIS 457 Document Image Processing Systems 3
CIS 484 Database Management Systems 3
CIS 488 Advanced Database Issues 3
CSC 314 Assembly Language 3
CSC 317 Computer Organization and Architecture 3
CSC 335 Assembler II 3
CSC 403 Programming for Graphical User interfaces 3
CSC 410 Parallel Computing 3
CSC 433 Computer Graphics 3
CSC 455 Computer Vision 3
Comparison of the program being
reviewed with other regional programs
There is a great need in
Most of the colleges and universities in the region offer individual chemistry and physics degree programs. All of the institutions in the South Dakota Regental System have either a chemistry or physics programs or both. The physical science degrees at DSU are unique, however, with the emphasis on the integration of the subjects common to both chemistry and physics and the integration of computer technology. The institution’s wireless mobile computing initiative brings the expectation of even greater use of computer technology. As a consequence, the level of computer integration into the physical science curriculum is unmatched in the region.
Special
Strengths of the Physical Science Program
Integration of Computer Technology
As stated in the previous section, the physical science program at
Faculty from math and science, along with Risë Smith (public services librarian from the Karl E. Mundt Library) have developed and delivered a course that emphasizes the process of science and the use of computers during that process (SCTC 203). In this course, students are also challenged to develop their skills as scientists. They must form hypotheses, design experiments, collect and analyze data (usually with computers), and draw conclusions. Strategies for research and the effective oral and written presentation of the results are emphasized. Students are learning advanced skills that will make them better critical thinkers, as well as learning skills that they will use in their professional careers.
In their advanced years at DSU, students take a sequence of courses in which they learn thermodynamics, quantum mechanics and statistical thermodynamics. The culmination of this sequence is a course in advanced computational methods, in which they learn to properly use advanced modeling and visualization software. The unique melding of chemistry and physics, and the strong emphasis of computer technology at DSU, allows students to take this advanced sequence of courses, many of which are typically not found in undergraduate programs.
Interaction of Faculty and Students
One of the strengths of the program is the student focus, which provides opportunities for enhanced student-faculty collaboration. As a small institution, with no graduate assistants, students interact frequently and in person with the faculty in the physical sciences. This yields opportunities for the faculty to get to know the students, and better understand their ultimate career goals, helping them to choose the options of their program to best fit their goals. In addition, students have the chance to learn of the research topics and projects of the faculty, often enabling them to become involved in these activities as well, thereby greatly improving their undergraduate experience.
Undergraduate Research
The physical science program has placed a high priority on increasing the involvement of students in undergraduate research projects. This includes not only capstone courses and internships, but opportunities involving students in faculty research, oftentimes beginning as early as their first year. Typically two or three students a year avail themselves of the opportunity to participate in these voluntary early research opportunities. These students gain academically enriching experiences, resulting in professional presentations at state meetings and one situation recently resulted in a publication (Molly Hansen, "Asymmetric Charge Neutralization of DNA," Curvature and Deformation of Nucleic Acids: Recent Advances, New Paradigms, Nancy C. Stellwagen and Udayan Mohanty, eds., Oxford University Press, 2004). The students participating in these experiences have demonstrated marvelous dedication and enthusiasm for their projects. A listing of student projects for the last seven years, including capstone experiences, can be found in Appendix A.
Supporting the System-wide Goals for
General Education
The chemistry and physics courses at DSU play a crucial role in the general education curriculum. They are essential in supporting the goals of critical thinking, analytical problem solving, developing research skills, and giving students a diverse program of study.
Student Progression
Because the program includes a strong mathematical component, students are encouraged to take math immediately on entering DSU and continuing to do so every semester. As soon as they have the requisite math background, students launch into the basic science courses included in the program core. These include General Chemistry (CHEM 112 and CHEM 114, which requires students to have completed algebra), Organic Chemistry (CHEM 326, which is a pre-requisite for several higher level chemistry courses), and University Physics (PHYS211 and 213, which has a calculus pre-requisite). After these foundational courses, students move to the more advanced core classes (including CHEM 326 Organic Chemistry I, ESCI 208 Introduction to Earth and Space Science, MATH 321 Differential Equations, PHSI 330 Introductory Quantum Mechanics, PHSI 343 Introductory Thermodynamics, PHSI 411 Introductory Statistical Mechanics, PHSI 421 Advanced Computational Methods, and PHYS 421 Electromagnetism).
Because of small faculty numbers, upper-level courses are offered on a specific rotational cycle. To complete their program in four years, students must keep a careful watch on these upper-level courses and take them as soon as they are eligible.
Physical Science education students
follow a more defined sequence of courses, which includes the professional
education courses offered in the
All student records at DSU are accessible to their advisor through a web-based interface called Webadvisor. Advisors and students can view students’ schedules and transcripts and can perform program evaluations that indicate which requirements remain in a student’s program. Webadvisor allows for online searches of course schedules and students may register for classes after consulting with their advisor.
Curriculum
Management
The following is a list of the courses in
chemistry currently offered at
CHEM 112 General Chemistry I 4 credits
CHEM 114 General Chemistry II 4 credits
CHEM 291 Independent Study in Chemistry 1-3 credits
CHEM 292 Topics 1-4 credits
CHEM 326 Organic Chemistry I 4 credits
CHEM 328 Organic Chemistry II 4 credits
CHEM 332 Analytical Chemistry 4 credits
CHEM 452 Inorganic Chemistry 3 credits
CHEM 460 Biochemistry 3 credits
CHEM 491 Independent Study 1-9 credits
CHEM 492 Topics 1-4 credits
CHEM 498 Undergraduate Research/Scholarship 1-6 credits
The following is a list of the courses in physics
currently offered at
PHYS 111 Introduction to Physics I 4 credits
PHYS 113 Introduction to Physics II 4 credits
PHYS 211 University Physics I 4 credits
PHYS 213 University Physics II 4 credits
PHYS 291 Independent Study 1-3 credits
PHYS 292 Topics 1-4 credits
PHYS 351 Intermediate Quantum Mechanics 2 credits
PHYS 361 Optics 3 credits
PHYS 421 Electromagnetism 4 credits
PHYS 424 Digital Electronics 4 credits
PHYS 439 Solid State Physics 3 credits
PHYS 451 Classical Mechanics 4 credits
PHYS 491 Independent Study 1-9 credits
PHYS 492 Topics 1-4 credits
PHYS 498 Undergraduate Research/Scholarship 1-6 credits
The following is a list of the courses in physical
science currently offered at
PHSI 291 Independent Study 1-3 credits
PHSI 292 Topics 1-4 credits
PHSI 330 Introductory Quantum Mechanics 2 credits
PHSI 343 Introductory Thermodynamics 2 credits
PHSI 345 Kinetics and Equilibrium 2 credits
PHSI 411 Introductory Statistical Mechanics 2 credits
PHSI 421 Adv Computational Methods in Physical Sci 2 credits
PHSI 491 Independent Study 1-3 credits
PHSI 492 Topics 1-4 credits
PHSI 498 Undergraduate Research/Scholarship 1-6 credits
Summary of Changes in the Curriculum Since the Last Physical Science Review: Not Applicable.
Enrollment Statistics
for Course Offerings
|
Course Name |
Fall 01 |
Spring 02 |
Fall 02 |
Spring 03 |
Fall 03 |
Spring 04 |
Fall 04 |
Spring 05 |
Fall 05 |
Spring 06 |
Fall 06 |
Spring 07 |
|
* Chem 112--Gen Chem I |
77 |
|
52 |
|
56 |
|
63 |
|
91 |
|
90 |
|
|
* Chem 112--Gen Chem I
Lab |
77 |
|
52 |
|
56 |
|
63 |
|
91 |
|
90 |
|
|
* Chem 114--Gen Chem II |
|
30 |
|
16 |
|
10 |
|
30 |
|
28 |
|
26 |
|
* Chem 114--Gen Chem II
Lab |
|
30 |
|
16 |
|
10 |
|
30 |
|
28 |
|
26 |
|
Chem 221--Intro Organic
Chem |
|
|
|
|
|
|
4 |
|
|
|
|
|
|
Chem 221--Intro Organic
Chem Lab |
|
|
|
|
|
|
|
|
|
|
|
|
|
Chem 241--Intermediate
Organic Chem |
|
|
|
|
|
|
|
|
|
|
|
|
|
Chem 241--Intermediate
Organic Chem Lab |
|
|
|
|
|
|
|
|
|
|
|
|
|
Chem 270--Intro Special
Topics 292 |
10 |
9 |
5 |
|
5 |
|
|
|
|
|
|
|
|
Chem 320--Analytical Chem
332 |
|
|
7 |
6 |
|
|
|
6 |
|
|
|
13 |
|
Chem 320--Analytical Chem
Lab 332 |
|
|
7 |
6 |
|
|
|
6 |
|
|
|
13 |
|
Chem 326- Organic
Chemistry I |
|
|
|
|
|
|
|
|
15 |
|
10 |
|
|
Chem 326- Organic
Chemistry I Lab |
|
|
|
|
|
|
|
|
15 |
|
10 |
|
|
Chem 342--Physical
Chemistry I |
|
|
|
|
|
|
|
|
|
|
|
|
|
Chem 342--Physical
Chemistry I Lab |
|
|
|
|
|
|
|
|
|
|
|
|
|
Chem 460--Biochemistry |
|
|
|
|
|
|
|
|
|
|
|
11 |
|
Chem 492--Adv Special Topics |
|
1 |
5 |
|
|
11 |
3 |
|
|
9 |
|
|
|
Chem 490--Capstone Exp |
|
|
|
|
|
|
|
|
|
|
|
|
|
Chem 491--Independent
Study |
|
|
|
|
|
|
|
1 |
|
|
|
|
|
Chem 498- Capstone
Experience |
1 |
|
|
|
|
|
1 |
1 |
|
2 |
|
|
|
PHSI 291--Independent
Study |
|
|
2 |
|
|
|
|
|
1 |
7 |
|
1 |
|
Phsi 330--Intro Quantum
Mechanics |
|
|
|
|
|
1 |
|
|
|
|
|
|
|
Phsi 343--Intro to
thermodynamics |
|
|
|
|
|
|
|
|
|
|
|
|
|
Phsi 345--Kinetics and
Equilibrium |
|
|
|
|
|
|
|
|
|
|
|
|
|
Phsi 411--Statistical
Mechanics |
|
|
|
|
|
|
|
|
|
|
|
|
|
Phsi 421--Adv
computational methods |
|
|
|
|
|
|
|
|
|
|
|
|
|
PHSI 491--Independent
Study |
|
|
1 |
|
1 |
2 |
3 |
6 |
3 |
|
|
|
|
PHSI 492--Special topics |
|
|
|
|
2 |
|
|
|
|
|
4 |
|
|
* Phys 111--Intro to
Physics I |
|
24 |
19 |
33 |
|
61 |
|
58 |
|
54 |
|
46 |
|
* Phys 111--Intro to
Physics I Lab |
|
|
19 |
33 |
|
61 |
|
59 |
|
54 |
|
|
|
* Phys 113--Intro to
Physics II |
15 |
|
13 |
|
17 |
|
16 |
|
|
|
8 |
|
|
* Phys 113--Intro to
Physics II Lab |
15 |
|
13 |
|
17 |
|
16 |
|
|
|
9 |
|
|
* Phys 211--University
Physics I |
11 |
10 |
|
17 |
|
23 |
|
11 |
|
30 |
|
12 |
|
* Phys 211--University
Physics I Lab |
10 |
|
|
17 |
|
23 |
|
11 |
|
30 |
|
12 |
|
* Phys 213--University
Physics II |
12 |
|
5 |
|
11 |
|
15 |
|
|
|
7 |
|
|
* Phys 213--University
Physics II Lab |
12 |
|
5 |
|
11 |
|
15 |
|
|
|
6 |
|
|
Phys 270--Special Topics |
|
|
|
|
|
|
|
|
|
|
|
|
|
Phys 311--Intro Physics
III |
|
|
|
|
|
|
|
|
|
|
|
|
|
Phys 311--Intro Physics
III Lab |
|
|
|
|
|
|
|
|
|
|
|
|
|
Phys 335--Modern Physics
and Quantum Mechanics |
|
|
|
|
|
|
|
|
|
|
|
|
|
Phys 335-Modern Physics and Quantum Mechanics Lab |
|
|
|
|
|
|
|
|
|
|
|
|
|
Phys 351--Intermediate
Quantum Mechanics |
|
|
|
|
|
|
|
|
|
|
|
|
|
Phys 492--Adv Special
Topics |
1 |
|
|
|
1 |
|
3 |
|
|
4 |
|
|
|
Phys 498--Capstone Exp |
|
|
|
|
|
|
|
|
|
|
|
|
|
PHYS 491-- Independent
Stud |
|
|
|
3 |
|
|
|
1 |
3 |
|
|
|
|
SCTC 203--Computer
Applications in Nat Sci |
|
|
|
14 |
|
|
|
|
|
|
|
|
|
SCTC 303--Computer
Applications in Nat Sci |
|
|
|
|
|
|
|
27 |
|
|
|
18 |
|
SCTC 332--Instrum Meth
Forensic Detec |
|
|
|
|
|
|
|
|
|
|
|
13 |
|
SCTC 403--Adv Comp
Applications in Nat Sci |
15 |
|
|
|
13 |
|
|
|
|
|
|
|
|
SCTC 460--Medical BioChem
for Forensic |
|
|
|
|
|
|
|
|
|
|
|
3 |
|
SCTC 491 Independent
Study |
|
|
|
|
|
|
|
|
|
|
|
4 |
|
SEED 302--Sec/Mid:
Science Major |
|
|
|
|
|
|
|
|
|
|
|
|
|
SEED 303--Sec/Mid:
Science Minor |
|
|
|
|
|
|
|
|
|
|
|
|
* Courses that may be taken in fulfillment of general
education requirements.
Relationships with
Other Programs at
Many of the courses in the physical science program are required for students in other majors. For example, students in Respiratory Care and Biology take CHEM112, General Chemistry I; and PHYS 113, College Physics I.
Physical Science courses are also included as electives within the science components of several majors. Students in Biology for Information Systems who declare a Health Technology specialization may take CHEM 326, Organic Chemistry I; CHEM 332, Analytical Chemistry; CHEM 460, Biochemistry; or PHYS113, College Physics II. Students in Math for Information Systems may take CHEM 332 Analytical Chemistry, PHSI 330 Intro Quantum Mechanics; PHSI 343, Intro Thermodynamics; PHSI 411, Intro Statistical Mechanics; PHSI 421, Adv. Comp. Methods; or PHYS 439, Solid State Physics.
Students in other majors may select a minor in chemistry or physics. A minor in chemistry consists of the
following courses:
CHEM 112 Gen
Chem I and lab
CHEM 114 Gen
Chem II and lab
CHEM 326 Organic
Chemistry II
CHEM 332
Analytical Chemistry
And at least one
of the following courses:
CHEM 328 Organic
Chemistry II
CHEM 452
Inorganic Chemistry
CHEM 460
Biochemistry
PHSI 343 Intro Thermodynamics
PHSI 345
Kinetics and Equilibrium
A minor in Physics consists of the following courses:
PHYS 111 Intro
Phys I and lab
PHYS 113 Intro
Phys II and lab
PHYS 421 Electromagnetism
PHYS 451
Classical Mechanics
PHSI 330 Intro
Quantum Mechanics
And one of the
following courses:
PHYS 351
Intermediate Quantum Mechanics
ESCI 208 Earth
and Space Science
Arrangements and Contacts in
Industry
Throughout the development and subsequent offering of this program, the
program has received a great deal of interest from both industry and academia.
Requests for graduates have come from graduate programs such as
Distance Education
Because most of our courses have an important laboratory component, none
of our courses are currently offered via distance education. The students
utilize materials available on the Internet for many of their courses, such as
answer keys and lecture notes available on WebCT, and the American Chemical
Society journals available through the library but, to date, none of our
courses are available entirely online. Recently, some efforts have been made to
develop PHSI 411 Statistical Thermodynamics as an on-line distance education
course. The intention is to offer this lecture-only course as a dual-credit
course throughout the state as both an undergraduate and a graduate program.
The faculty utilizes a variety of instructional methods
including lecture, laboratory, multimedia, and computer technology. Most
classes involve at least a moderate degree of lecture and discussion. Methods
that involve hands-on learning are emphasized in lecture and laboratory,
including writing to learn, cooperative learning, and a large range of group
activities. Computer use in the classroom and laboratory is highly encouraged.
NUMBER OF DECLARED
MAJORS FOR THE LAST 5 YEARS
|
Major |
F’01 / S’02 |
F’02 / S’03 |
F’03 / S’04 |
F’04 / S’05 |
F’05 / S’06 |
F’06 / S’07 |
|
Bachelor of Science
in Physical Science |
7 |
12 |
9 |
9 |
6 |
9 |
|
Physical Science
Education |
2 |
2 |
3 |
4 |
3 |
2 |
NUMBER OF DEGREES
GRANTED FOR THE LAST 5 YEARS
|
Program |
AY01-02 |
AY02-03 |
AY03-04 |
AY04-05 |
AY05-06 |
F’06 |
|
Bachelor of Science
in Physical Science |
0 |
0 |
0 |
2 |
1 |
1 |
|
Physical Science
Education |
0 |
0 |
0 |
0 |
0 |
0 |
The drop in enrollments noted above, beginning in 2004, is
quite likely due to the development of a competitive, but very similar, program
in scientific forensic technology, also housed in the
Employment potential
and placement
|
2004 |
Chemical Engineer at 3M |
|
MN |
Physical Science/Computer Science emphasis |
|
2005 |
Legal Interpreter at Dakota Ethanol |
Brookings |
SD |
Physical Science/Business Management emphasis |
|
2006 |
Chemist at Raven Industries |
|
SD |
Physical Science/Computer Science emphasis |
As indicated earlier, the institution has one faculty member in chemistry and one in physics. A vita for each faculty member is contained in Appendix C.
The principal instructors in the program include:
Richard Bleil, Associate Professor of Chemistry, Ph.D.,
Barbara Szczerbinska, Assistant Professor of Physics, Ph.D.,
The faculty listed below teach required math and science support courses:
Rich Avery, Ph.D., Associate Professor of Mathematics
Glenn Berman, Ph.D., Assistant Professor of Mathematics
Jeffrey Palmer, Ph.D., Professor of Mathematics
Andrew Shiers, J.D., Instructor of Mathematics
Faculty or Student
Research
Dr. Richard Bleil
Dr. Bleil continues to remain active with a variety of
research projects. Keeping in line with his graduate training, most of these are
theoretical in nature. His projects run from purely computational as in
development of the Pivot algorithm for function minimization to purely
mathematical as in the development of a statistical thermodynamically model of inclusion compounds. On occasion, he does work on
more classical chemical problems. Because he includes undergraduates as often
as possible in his research projects, he is rarely published; however, in
exchange for publication rate, the students involved in his projects find the
experience highly beneficial and have a much richer undergraduate experience.
Dr. Barbara Szczerbinska
Dr. Szczerbinska work is in the field of “Neutrino-Nucleus
Reactions relevant to the solar, atmospheric and long base-line neutrino
experiments.” She collaborates with Professor Unitary Kubodera;
Service to Community
Dr. Bleil continues to serve the community by providing chemical demonstration shows and by opening a private laboratory in the area. This lab serves the needs of the community directly, by offering testing services for water, air, and soil.
Despite her newness to DSU, Dr. Szczerbinska is already
involved in major projects of great benefit to
Description of
Student Organizations
Many physical sciences students belong to the Math and Science Club. This organization provides educational opportunities to students and conducts projects which serve the university and community. The club promotes science education through activities highlighting pi and mole days. In the spring, the members present a chemistry magic show for area elementary students. An important outreach activity is the offering of a math and science contest for high school students each year.
Resources providing academic support to faculty and students in physical science include the Karl E. Mundt Library, a wireless computer infrastructure, and classrooms and laboratories equipped with computer projection systems.
The Karl E. Mundt Library on the campus of
The mission of the Karl E. Mundt Library is to supply the
library and information needs of the students, faculty, and staff of
The Karl E. Mundt Library boasts tremendous access to the resources needed by anyone pursuing a physical science related research topic. Even though the library does not have an extensive list of books related to physical science, they are readily obtainable through interlibrary loan. Thanks to a generous corporate donation, the Library has access to every American Chemical Society journal, including all back issues, online through “ACS Web Editions”. The Library also has holdings of several major periodicals that are useful to biology students including Nature, Science, Scientific American, and American Scientist. The Library tracks periodical usage and subscribes to titles most in demand.
These and additional resources are available through a variety of means: the South Dakota Library Network (SDLN), Internet, UMI ProQuest Full Text, FirstSearch, and the various indexes accessed by the Mundt Library. In short, there is little the Library can not acquire to fill student or faculty needs. The Library also maintains a Homepage on the World Wide Web (www.dsu.edu/departments/library/index.html ) that can be accessed at any time and includes updated information and logical links to search engines
Computer Infrastructure
Within the unit of Computing Services, the Network Services
group is responsible for planning, implementing, and securing network services
for campus computing resources. A variety of servers in the Server Room
provides applications hosting home directories, web space, e-mail, and other
central applications. Network Services also operate a Technology Support Desk
and a
Nancy Presuhn, Senior Secretary for the College of Arts and Sciences
David Zolnowsky, Director Computing Services
Craig Miller, Senior Systems Programmer, Computing Services
Brent Van Aartsen, Education Tech Specialist, E – Education Services
Financial Support
There are two sources of funds that support the physical
science program. State funds are used for general operating expenses of the
Additional support for professional development and training is provided from funds allocated through the Vice-President for Academic Affairs office. Faculty apply for support and up to $1000 per year is available for each faculty member.
In addition to the resources available through state funds allocation, a lab fee of $38.00 is assessed for each student taking a laboratory course. The lab fees are placed in a local account and support courses in Biology and Physical Science. Funds that remain in the lab fees account at the end of the fiscal year are placed in a reserve account. The academic coordinator for the Science and Math departments supervises both accounts.
Budget for Math and Science Programs 2000 - 2004
|
Fiscal Year |
State Funds |
Local Funds |
Total |
|
2001 |
$38,298 |
$18,116 |
$56,414 |
|
2002 |
$29,180 |
$16,644 |
$45,824 |
|
2003 |
$30,310 |
$16,500 |
$46,810 |
|
2004 |
$30,310 |
$16,500 |
$46,810 |
|
2005 |
$27,525 |
$17,859 |
$45,384 |
|
2006 |
$27,006 |
$23,145 |
$50,151 |
Major financial
concerns
It is expected that state support of the College of Arts and Sciences, and therefore of the physical sciences program, will continue at current levels. Lab fees are generally adequate to fund the costs of supplies and low-cost equipment. In addition, more external support will be sought in the future.
Current Facilities
The
Computer equipment for classroom and lab:
Sharp Projector mounted in physics laboratory
Available for Faculty Use:
PC/Tablet computer in each
faculty office with access through the LAN to a laser printer in the
Two PC computers with multimedia
software, flatbed scanner, slide scanner, and a color inkjet printer located in
the
See list in Appendix D.
Quality of the
Facilities
Although the
Additional Facilities
Needed
No additional facilities are needed at this time.
Some of the current equipment is in good condition and works well. However, much of the major equipment is out-dated and should be replaced.
To better support the computer-integration mission of the
university, the existing lab equipment needs to be upgraded. Included in this
list would be the
Brief History of Assessment: DSU has a long history of program and student assessment at the undergraduate and graduate level. During Fall 1993, the vice president for academic affairs asked the faculty-based Assessment Coordinating Committee to develop a formal assessment plan for the institution. The faculty committee was responsible for designing the institution’s three-tiered framework for assessment and took specific responsibility for general education assessment. In April 1995, the NCA reviewers expressed their confidence that DSU “… successfully demonstrated through its plan and program a deep commitment to the assessment of students’ academic achievement in a serious and professional manner.” The assessment plan included
· entry-level assessment to ensure appropriate course placement,
· general education / proficiency assessment to ensure that basic knowledge and skills were being provided to students and that goals set for the system-wide general education core curriculum were being met
· major field assessment to ensure that graduates were proficient in their academic discipline.
The assessment plan for the Physical Science majors was developed by the faculty and aligns with DSU’s Assessment Plan.
DSU’s 2000 Assessment Plan: The 2000 Assessment Plan includes the original three-tiered structure with the addition of a fourth level to assess the two graduate programs. All of the policies and procedures were updated to reflect changes in the institution and its academic programs. The policy related to the Assessment Coordinating Committee can be found at http://www.departments.dsu.edu/hr/newsite/policies/041500.htm. The institution continues to use assessment data to monitor progress on institutional goals and to strengthen course content and programs. A summary of the 2000 Assessment Plan is available at http://www.departments.dsu.edu/assessment/executive_summarytoc.htm. The assessment plans for each major were reviewed and updated during 1998-2000.
DSU’s Assessment Program 2000-2006: DSU continues to integrate the assessment process into the institutional culture. The faculty and administration are committed to the assessment process and to the use of assessment data to effect institutional change. The faculty-based Assessment Coordinating Committee meets regularly to review achievement of the goals set in the Assessment Plan. The Assessment Coordinating Committee meeting minutes are sent via e-mail to all faculty and staff. In addition, Assessment Updates are posted on the web to provide a brief summary of the assessment activities. During the past year, the institution focused on Institutional Effectiveness and each college and functional unit developed evaluation plans for each of the strategic initiatives. Assessment of the academic programs is included in DSU’s Strategic Initiative # 4, Academic Programs. Specific information is available on the intranet (DSU’s password protected site) and at http://www.departments.dsu.edu/ie. More information on strategic planning can be found in the next section.
The University also developed an online academic advising site for both students and faculty. Assessment information is available on these advising sites: http://www.courses.dsu.edu/onlineadvising/
Goals and
Objectives of the Physical Science Program
· Students will have a basic knowledge of the principles of the physical sciences.
· Students will have a basic knowledge of the history and philosophy of science and the interrelationships among the sciences.
· Students will understand the ethical and humanistic implications of the practice of science including issues in chemistry and physics that are controversial in nature.
· Students will be proficient users of computer technology to find information, acquire and analyze data, and communicate results and conclusions.
· Students will be able to communicate their knowledge and results effectively for a wide range of purposes and intended audiences.
· Graduates of the program will be well prepared to enter graduate or professional school to further their career goals in chemistry, physics, the health professions or related areas.
Goals specific to the degree in Physical Science for Business Management:
· Graduates of the Physical Science for Computer Science program will be able to gain employment in business and industry where an understanding of the world of business, chemistry, physics, and related math and science is required or desirable.
Goals specific to the degree in Physical Science for Computer Science:
· Graduates of the Physical Science for Computer Science program will be able to gain employment in business and industry where an understanding of the world of computer science, chemistry, physics, and related math and science is required or desirable.
· Students seeking advanced education will be able to gain acceptance to graduate programs in chemistry, physics, or related fields.
Goals specific to the degree in Physical Science for Education:
· Graduates will be effective teachers of the physical sciences at the secondary level.
· Graduates will be prepared to integrate the use of computers into teaching processes within the physical sciences.
Major
Field Assessment Activities
|
Major |
Type of Program |
Standardized Exams |
Exit Interviews |
Capstone Projects |
Course Grades |
Placement Statistics |
Graduate Survey |
Employer Survey |
|
Physical Science for Computer Science |
4- year |
X |
X |
X |
X |
X |
X |
X |
|
Physical Science for Education |
4-year |
X |
X |
X |
X |
X |
X |
X |
|
Physical Science for Business Mgmt |
4-year |
X |
X |
X |
X |
X |
X |
X |
Major Field Assessment Plans
The assessment activities
for each major within the college are summarized on a form that lists the
goals, outcomes, and expected standard of performance (complete plan and report
in Appendix E). Assessment data are collected and used to determine whether the
performance standard was achieved.
For the period since the last program review, the overall pattern is that students met the desired standards of performance within the program. Graduate surveys, and exit interviews with graduating students indicate a high degree of satisfaction with the program.
The Physical Science
programs met all standards for performance except scores on the Major Field
Assessment Test (MFAT). The students are encumbered by the fact that there are
no standardized exams for physical science, so they must take either the exams
specifically for chemistry or physics majors. Despite lower than average
performance in these standardized exams, our graduates have had no problems
finding gainful employment.
On
Strategic Planning
Strategic Plan of
Beginning in 2002, campus-wide discussions led to a strategic plan that would direct funding and planning activity for the future. In the process of planning, six threads were identified that the DSU community agreed must be woven into the tapestry of DSU’s strategic planning for the next several years. These include: Retention, Recruitment, Technology/Facilities Infrastructure, Academic Programs, Campus Management, and Resources.
The plan is intended as a guide to
the institution and is a flexible and living document in that it must and will
change as conditions change. It is also intended as a guide to the strategic
thinking of the faculty, staff, and administration of
· DSU will enrich the undergraduate experience and build the graduate experience
· DSU will increase enrollment through more focused recruitment strategies
· DSU will continually enhance its technology and facilities infrastructure
· DSU will sustain and enhance the quality of its academic programs
· DSU will manage its resources with optimum efficiency and open communication
· DSU will expand its revenues from grants, contracts and private donations as a mechanism for supplementing the institution’s overall budget
Strategic Goals of the College of Arts
and Sciences
The
Goal 1: Retention
Goal 2: Recruitment
Goal 3: Technology
·
College faculty will expand the use of computers
and scientific technology in appropriate and imaginative ways in courses
throughout the College.
Goal 4: Academic Programs
Goal 5: College
Management
Goal 6: Research,
Scholarship and Grant Writing
Strategic Goals of the Physical Science
Program
The goals of the Physical Sciences Program are consistent with the strategic initiatives at the University and College levels.
Recruitment and Retention:
Technology
Academic Programs
Management
External Funding
Appendix A : Undergraduate research projects 1999-2006.
Under the direction of Richard Bleil:
“Two Dimensional Protein Folding”; based on a model by Ken Dill, protein folding is modeled as a self-avoiding walk on a variety of lattices (trigonal, square and octagonal). The model not only proves to be useful in prediction of actual protein folding behavior, but is also an interesting mathematical model for teaching the concepts of protein folding. Student involvement includes Tara Heinekin and Michelle Ayache. (1999 - 2002)
“DNA Sequence Specific Binders”; a mathematical model of small organic molecules that bind to specific sequences in DNA. This work attempts to elucidate the forces that allow for sequence recognition. Student involvement includes Melanie Zink. (1999 - 2002)
“Metal Contamination from Decaying Farm Equipment”; the project attempts to find the effects of ion concentration, especially of hazardous ions, in soil from abandoned farm equipment. Successful modeling will help to predict the impact of this equipment on the soil of nearby lands used for agriculture. Student involvement includes Jeremy Javers. (2000 – 2001)
"Asymmetric Charge Neutralization of DNA"; a collaborative effort with A. Spasic, G. Hess, K. Becker, and U. Mohanty at Boston College, a mathematical model was developed to predict the bend in DNA created by charge cancellation on the backbone of DNA. The model helps to understand how DNA winds around Histones. The project resulted in a publication in Curvature and Deformation of Nucleic Acids: Recent Advances, New Paradigms, Nancy C. Stellwagen and Udayan Mohanty, eds. (Oxford University Press, 2004). Student involvement includes Molly Hansen. (2002)
“Pivot Approach to Global Minimization”; a project to develop a computer algorithm to determine the global minimum of complex multiple minima functions. To date, evidence is that the approach is at least 5 times more efficient than the current most popular approaches including Tabu search. Once completed, it will have applications not only in the sciences, but in any field where global minima or maxima are sought, including economics, business, and even military applications. Student involvement includes Michael Sanford and Mike Reiprich. (2003 – present)
“Bifurcated Hydrogen Bonding”; this project is an ab initio approach to understanding the hydrogen bond. Such bonding is critical to a variety of natural phenomena such as protein folding and the double helix. Student involvement includes John Fisher. (2004)
“Inclusion Compounds”; a statistical thermodynamic project
to develop a model of compound behavior and properties trapped inside the
crystal lattice of other compounds. An
understanding of these compounds will lead to exciting developments of
materials that will protect target compounds, and release them only in certain
environmental conditions. Student
involvement includes Fawn Killion. (2005
– present).
Appendix B: Physical Science Checksheets
ADVISING CHECKSHEET
Major: Physics Specialization/Computer Science Emphasis
Name:__________________________ Catalog Year 2000-2001 Advisor:_______________________
|
# |
Course
Title |
HR |
GR
|
YR
|
Transfer/Substitute
|
|
|
Gen.
Ed. Requirement |
33 |
|
|
|
|
ENGL
101 |
Composition |
3 |
|
|
|
|
ENGL
201 |
Advanced
Composition |
3 |
|
|
|
|
SPCM
101 or
SPCM215 |
Oral
Communication or
Public Speaking |
3 |
|
|
|
|
Soc.
Sci. I |
|
3 |
|
|
|
|
Soc.
Sci. II |
|
3 |
|
|
|
|
Art/Hum
I |
|
3 |
|
|
|
|
Art/Hum
II |
|
3 |
|
|
|
|
MATH
123 |
Calculus
I |
4 |
|
|
|
|
CHEM
112 |
General
Chemistry I |
4 |
|
|
|
|
PHYS
211 |
University
Physics I |
4 |
|
|
|
|
|
|
|
|
|
|
|
|
Inst.
Grad. Req. |
5 |
|
|
|
|
Written |
|
3 |
|
|
|
|
WEL
100 |
Wellness
for Life |
2 |
|
|
|
|
|
|
|
|
|
|
|
|
Inf.
Tech. Lit. Req. |
6 |
|
|
|
|
CSC
105 |
Intro.
Computers |
3 |
|
|
|
|
CSC
150 |
Prin.
of Programming |
3 |
|
|
|
|
|
|
|
|
|
|
|
|
Major Core Component
|
45
|
|
|
|
|
BIOL 151 |
General Biology I |
4 |
|
|
|
|
CHEM 114 |
General Chemistry II |
4 |
|
|
|
|
CHEM 221 |
Intro. Organic Chem. |
4 |
|
|
|
|
ESC 208 |
Intro. Earth and Space Sci. |
2 |
|
|
|
|
MATH 224 |
Calculus II |
4 |
|
|
|
|
PHYS 213 |
University Physics II |
4 |
|
|
|
|
SCTC 203 |
Comp. App. Nat. Sci. |
2 |
|
|
|
|
MATH 321 |
Differential
Equations |
3 |
|
|
|
|
PHSI 343 |
Intro.
Thermodynamics |
2 |
|
|
|
|
PHSI 347 |
Intro.
Quantum Mech. |
2 |
|
|
|
|
PHYS 311 |
Mechanics
and Oscillations |
4 |
|
|
|
|
PHSI 411 |
Intro.
Stat. Mech. |
2 |
|
|
|
|
PHSI 421 |
Adv.
Comp. Mtds. Phys. Sci. |
2 |
|
|
|
|
SCTC 403 |
Adv.
Comp. Apps. Nat. Sci. |
2 |
|
|
|
|
|
|
|
|
|
|
|
|
Plus 4 hours of the following: |
|
|
|
|
|
BIOL 311 |
Principles of Ecology |
4 |
|
|
|
|
BIOL 331 |
Microbioloby |
4 |
|
|
|
|
BIOL 371 |
Genetics |
4 |
|
|
|
|
BIOL 443 |
Cell Biology |
3 |
|
|
|
|
BIOL 470 |
Adv. Special Topics |
1-4 |
|
|
|
|
|
|
|
|
|
|
|
|
Physics
Component |
13 |
|
|
|
|
PHYS 313 |
Electricity and Magnetism |
4 |
|
|
|
|
PHYS 435 |
|
3 |
|
|
|
|
PHYS 490 |
Capstone Experience |
4 |
|
|
|
|
|
|
|
|
|
|
|
|
Plus
4 hours of the following: |
|
|
|
|
|
PHYS
351 |
Interim.
Quant. Mech. |
2 |
|
|
|
|
PHYS
365 |
Optics |
4 |
|
|
|
|
PHSI
345 |
Kinetics
and Equilibrium |
2 |
|
|
|
|
PHYS
470 |
Adv.
Special Topics |
1-4 |
|
|
|
|
CHEM
470 |
Adv.
Special Topics |
1-4 |
|
|
|
|
PHSI
470 |
Adv.
Special Topics |
1-4 |
|
|
|
|
|
|
|
|
|
|
|
|
Comp. Sci. Component |
26 |
|
|
|
|
CSC 250 |
Computer Science II |
5 |
|
|
|