D

PHYSICAL SCIENCES

Academic Program Review

2002-2003

The Office of Instruction The Office of Institutional Planning,

Research and Assessment

D

PHYSICAL SCIENCES

Academic Program Review

2002-2003

Committee: Dean Holbrook, Chairman

Dr. Diane Dutkevitch, Physics Beth Nichols Boyd, Geology

Dr. Paul Smolenyak, Chemistry Jon Freriks, Biology

W. Brent Roberts, Math

Robert O. Salmon, Vice President and District Provost Barbara Wing, Dean of Instruction and Curriculum – Prescott Campus

Dr. Angela Fairchilds, Dean of Instruction – Verde Valley Campus Dr. John W. Quinley, Director of Institutional Planning, Research, and Assessment

1

Table of Contents Page

Overview 2

A. Mission, Goals and Planning 3

Chemistry 3

Geology 4

Physics 5

Verde 6

B. Student, Class and FTSE Profile/Trends 7

Chemistry (Prescott Campus) 7

Geology (Prescott Campus) 9

Physics (Prescott Campus) 9

Verde Campus 10

C. Curriculum Analysis 12

Chemistry 12

Geology 14

Physics 15

D. Program Faculty and Personnel 18

Full-time Faculty 18

Support Staff and Adjunct Faculty 19

E. Facilities, Equipment, Materials, and Financial Resources 21

Classrooms and Laboratories 21

Prep Areas 22

Equipment 23

Financial Resources 24

F. Program/Student Outcomes 25

G. Future Trends 25

H. Strengths and Concerns 26

I. Recommendations 27

Appendix A – Full-Time Faculty in the Programs 30

Appendix B – Adjunct Faculty in the Programs 35

2

Physical Sciences Program Review

Overview: The academic disciplines of Astronomy, Chemistry, Earth/Environmental Science,

Geology, and Physics are commonly classified or grouped as the physical sciences. At

Yavapai College the chemistry, geology and physics/astronomy departments have been

grouped as the “Physical Science Unit” for the purpose of program review. These

departments function as subgroups of the Science and Math Division on the Prescott

Campus and as part of Division One on the Verde Campus. The educational mission of

the three departments is similar in that they serve students needing to satisfy transfer,

career and general education requirements. There are, however, significant differences

between the function, mission and operation of these departments. As such, the

chemistry, geology, and physics/astronomy department chairs manage them

independently. This organizational structure has been in place since the founding of the

college, and has efficiently served the students of physical science courses.

In view of the diverse issues associated with each discipline of the Yavapai College physical

science program, the major components of this review will be presented in different sections.

This will allow each department to develop and fully address the concerns and needs of the

individual departments. The physical science program on the Verde campus will be

addressed in separate sections throughout this review.

3

A. Mission, Goals and Planning Chemistry: Mission Statement:

The Chemistry Department supports the Governing Board mission, initiatives, and

desired community benefits in the following ways: by offering coursework and

activities that promote chemical literacy, by offering courses that provide the

university-transferable classes required by many science, engineering, and pre-health

professional programs, and by providing coursework to support associate degree, and

certificate programs, as well as non-science major transfer students. Instruction is

increasingly activity-driven and strives to accommodate a wide variety of learning

styles in order to best serve a diverse student population. The department is committed

to the incorporation of appropriate advanced technologies in curriculum design in order

to deliver chemical education that is consistent with modern chemical practice.

Historical Sketch:

Since its creation at the founding of the college, the chemistry department has worked

to support the mission of the college and the needs of students, by providing a solid

foundation in chemical education. The department originally consisted of one full-time

faculty member until the fall semester of 1983, when a 1/2-time position, split with

geology, was created. In 1998 the split position was restructured to full-time geology in

order to support growing enrollment in that department. The loss of the 1/2 time

chemistry faculty position has resulted in a continuing and significant challenge to the

department’s ability to provide quality instruction.

Academic Program Planning and Current Goals:

Planning for the chemistry department is based on statewide articulation mandates,

local continuing education interest, and recent shifts in chemical pedagogy. Beginning

in the 2000-2001 academic year, the department initiated an effort to improve the

technological capability of the department, in order to improve instructional capability

and provide students with the tools of modern chemical practice. The department has

secured new and used instruments for chemical analysis and introduced computer

capable data collection and processing in the chemistry laboratory. Acquisition of this

4

equipment was accomplished both through donations and financial support from the

college. Efforts to further acquire current technologies are continuing. Though the

department budget is generally adequate to address current program supply needs,

additional monies will be necessary to take full advantage of equipment donated to the

department, and to continue the improvement of instrument capability. The District

Governing Boards commitment of capital dollars for instructional equipment has been

of great benefit to the physical sciences. It has allowed for the replacement and/or

upgrading of obsolete or broken equipment; and in many cases, the acquisition of

equipment that allows instruction on new topics or the shift to more engaging

instructional methodologies.

External Accreditation:

External accreditation is not an issue for the department at the present time. Dedication to

state articulation agreements suffices for the present. As the county continues to grow,

however, the potential for new industry may create a demand for a chemical technician

program. A national chemical technician program accredited by the American Chemical

Society is in its infancy. The Yavapai chemistry department will continue to observe the

development of this new program and monitor career opportunities in the county in order

prepare for the future.

Geology: Mission Statement:

The Geology Department supports the mission of the Governing Board in the following

ways: by offering university-transferable classes taught with a variety of schedule

options and instructional formats, by offering classes of regional interest for continuing

education and by offering courses that satisfy the needs of local educators for hands-on

science classes. All instruction is activity-driven and technology-supported where

appropriate.

Historical Sketch:

The geology department was established at the founding of the college. The department

consisted of one full-time faculty member until the fall semester of 1983, when

enrollments had diminished and the geology department faculty position was split with

5

chemistry. The all-geology faculty position was restored in 1998. Every semester,

adjunct faculty teach several geology courses. A wider variety of courses could be

offered if more instructors were available. In the past five years, lecture format has

been restructured to incorporate laboratory activities resulting in there being no

distinction between laboratory and lecture time.

Academic Program Planning and Current Goals:

Planning for the geology department is based on statewide articulation mandates and

local continuing education interests. Budgets are adequate to address current needs.

Physics: Mission Statement:

The physics department aims to provide high-quality foundational courses for physics

and engineering majors, required courses for other scientific and technical fields,

general education science courses for degree and transfer credit, and courses for the

enrichment of the local community. In physics classes, students have the opportunity to

test scientific theories for themselves. The free exchange of ideas and opinions is

encouraged in the classes as a means to increase the breadth of knowledge.

Historical Sketch:

The physics department has one full-time instructor and encompasses astronomy,

engineering, and related courses. In the past seven years there has been significant

turnover in the department, with three different people serving as the full-time

instructor. The current instructor has rewritten most of the curriculum, introduced

modern instructional techniques, and acquired the funds to fully equip the Prescott

campus with modern equipment. Hands-on learning is replacing lecture format and

there is now little distinction between lecture and lab time; all class time is regarded

simply as contact hours. For the fall of 2001, major physical changes were made to the

Prescott physics room. It was rewired to eliminate hazards, and to allow the tables to be

rearranged in groups. ITS has equipped the classroom with a set of iMacs on a wireless

network, and also a high-speed printer. This has enabled computer-controlled data

acquisition to become the norm. Over the past three years, the Office of Instruction and

other college funding sources have facilitated the purchase of approximately $35,000

6

worth of needed equipment. The department now has quality equipment for most

general topics in physics and astronomy, permitting a shift to hands-on learning in these

courses.

Academic Planning and Current Goals:

Planning for the physics department is based on statewide articulation mandates and

local continuing education interests. The primary goal in each course is to provide an

active learning environment and each instructor is using and/or developing appropriate

activities for their courses. The Physics department’s shift from a teacher-centered to a

learner-centered pedagogy has required a large amount of capital equipment. Since

capital funds are always limited, other sources of money (ITS, Innovation College, etc)

were used to purchase instructional equipment. The department will continue to seek

other sources of money to finish the process of updating all of the capital equipment

needed for its courses. Current lab setups are not ideal because there are too many

students at each lab station. A redesigned classroom space will be necessary to allow

for fewer students at lab stations. Future coordination with the English department is

desired to help students with lab report writing.

Verde Campus: Mission Statement:

The Physical Science program on the Verde Campus supports the mission of the college

by offering university-transferable classes required by science, engineering, and pre-

health professional programs and by providing courses that support associate degrees,

certificate programs, non-science major transfer students, and regional interest for

continuing education. Instruction strives to accommodate a wide variety of learning

styles in order to best serve an increasingly diverse student population.

Historical Sketch:

The Science Department was established at the opening of the Verde Campus in 1975

and has supported the mission of the college by providing a solid foundation in physical

science education. The Science Department originally consisted of one full-time

faculty member whose responsibilities included both physical and biological science

disciplines. In the Fall of 1992 another full-time position was added to the science

7

program in order to support growing enrollment in the department. Every semester at

least one adjunct faculty teaches a physical science course. The lecture and lab portions

are often melded together to create a more hands-on learning experience.

Academic Program Planning and Current Goals:

Planning for the physical science program is based on statewide articulation mandates

and local continuing education interests. The department budget is adequate for current

supply needs; however, additional funds will be necessary to improve the instruments

currently available in the laboratory. The current lab is not a safe environment due to

the crowding of students at lab stations and the inability to walk down the middle isle

during class. A redesigned lab is necessary to solve the current safety issues.

B. Student, Class and FTSE Profile/Trends General Student Profiles:

The demographics for the physical sciences programs have stayed fairly consistent over the

years. Approximately 80% of students taking physical science courses are Yavapai County

residents. Approximately 50% of the students are traditional age students (17-24) and

another 25-30% are between 35 and 59. Minority ethnic groups are not well represented as

approximately 80% of students are white with 6% Hispanic. On average somewhat more

than 50% of the physical science students are female.

In general, the average FTSE on the Prescott campus has been about 150, while the average

FTSE on the Verde campus has been about 20.

Chemistry: Class and FTSE Profiles:

FTSE trends have been relatively consistent over time, though recent data suggests that

enrollment is increasing. The fundamental and general chemistry programs (CHM130,

CHM151-152) consistently draw near the maximum number of students we can

accommodate in our laboratory facilities. On the Prescott campus, first day enrollments

average 17 students per section in fundamental chemistry, CHM130. Additional sections

have been opened to accommodate waitlisted students during each of the last 4 semesters,

including summer sessions. General chemistry, CHM151-152, had an average of 16 students

8

per section through the late nineties but has seen that number rise to nearly 20 per section

(first day enrollment) during recent years. The capacity for the current chemistry lab is 20

students. Enrollment in organic chemistry, CHM235-236, is generally low, but recent trends

suggest increasing enrollment numbers. The department is dedicated to the maintenance of

this program because of its importance to science majors, and pre-health professional transfer

students.

Chemistry Enrollment and FTSE Data:

School year Total sections Census enrollment Total FTSE

1995-96 19 305 71.8

1996-97 16 237 56.1

1997-98 16 246 59.2

1998-99 17 254 62.7

1999-2000 18 281 64

2000-2001 20 238 63

2001-2002 21 250 66.7

Distance learning/Non-traditional classes:

Distance learning:

The department is dedicated to development of curriculum for distance delivery. The

department is working to develop web content to support the lecture component of the

chemistry curriculum. There is no expectation that the laboratory component of the

chemistry curriculum can be met by any current distance delivery platform. The Chemistry

department representative to the Arizona Chemistry Articulation Task Force will initiate

discussion regarding web delivery of lab content in future meetings.

Non-traditional classes:

The chemistry departments does not presently offer non-traditional course formats due to

insufficient faculty staffing and resources, and concerns regarding the success of condensed

format courses in the presentation of rigorous chemistry curriculum. Should faculty staffing

improve, the department will explore the potential for offering non-traditional course formats.

9

Geology: Class and FTSE Profiles:

FTSE trends have been relatively consistent over time but there has been some fluctuation

from year to year, with 1996-97 having the highest enrollment and 1999-2000 having the

lowest enrollment in the seven years studied. The number of courses being offered has also

remained consistent over time. The fundamental geology classes, GLG101 and GLG110,

consistently draw near the maximum number of students we can accommodate in our

laboratory facilities. Special interest geology classes are popular and usually are filled to

capacity with a waitlist on the first day of general enrollment. Fall semesters enrollments in

fundamental classes tend to be higher than enrollments in those classes in the spring

semester.

Geology Enrollment and FTSE Data:

School year Total sections Census enrollment Total FTSE

1995-95 10 183 38.7

1996-97 11 228 54.4

1997-98 11 196 43.0

1998-99 11 181 42.3

1999-2000 11 171 34.5

2000-2001 12 215 43.0

2001-2002 11 195 38.0

Distance learning/Non-traditional classes:

Special interest geology classes are offered in a condensed format that works well for the

students and the instructors in the classes. They usually meet in the classroom several times

over a one to two week period and then take extended field trips to geologic sites. No classes

are offered using distance delivery.

Physics: Class and FTSE Profiles:

The number of sections offered each semester has fluctuated between 5 and 11. These

numbers can be confusing however, because for some courses the lecture and lab are

considered to be separate sections while for others the lecture and lab are one section.

10

Fluctuations in the number of sections resulted from three major factors: changes in the

content level of the courses offered, the number of qualified adjuncts available, and room

availability. In 1999, the level of the astronomy courses was raised to include an appropriate

amount of math. The change was made to insure proper articulation of these lab science

transfer courses. Enrollments initially dropped by about 20%, but have risen back to

previous levels. In some semesters we have had to cancel sections when adjunct instructors

have become unavailable to teach as scheduled. Because of the variety of courses being

offered in the physics classroom, time between classes is necessary to allow set-up and tear-

down of equipment. This limits the number of classes that can be offered in the physics

room. When possible, certain physics courses have been taught in other classrooms. Starting

in 2001, the class size was reduced from 24 to 20 in order to alleviate overcrowding in the

classroom. Average first day enrollments on the Prescott campus range from 15.4 to 20.6

students per section during the seven-year period. The highest-level courses normally have

lower enrollments, as they are more specialized. The department FTSE ranges from 14 to

32.5 per semester, with an average of 23.3 per semester over the seven-year period studied.

Physics Enrollment and FTSE Data:

School year Total sections Census enrollment Total FTSE

1995-96 15 222 46.28

1996-97 13 188 37.6

1997-98 17 318 51.87

1998-99 22 338 54.8

1999-2000 16 279 42.74

2000-2001 18 279 43.93

2001-2002 16 254 40.66

Distance Learning/Non-traditional classes: None offered.

Verde Campus: Student Profiles:

The demographics for the physical sciences programs on the Verde Campus have stayed

fairly consistent over the years. Approximately 80% of students taking physical science

courses are Yavapai County residents. Approximately 50% of the students are traditional age

11

students (17-24) and another 25-30% are between 35 and 59. Minority ethnic groups are not

well represented as approximately 80% of students are white with 0% Hispanic. On average

somewhat more than 50% of the physical science students are female. The average FTSE on

the Verde campus has been about 20.

Class and FTSE Profiles:

FTSE trends have been relatively consistent over time, though the current enrollment in

Chemistry 151 for the Fall semester 2003 is significantly greater than previous years at 18

students. The fundamental chemistry class (CHM130) averages about 18 students, the

general chemistry class (CHM151-152) averages about 10 students, the fundamental geology

class (GLG101) averages about 15 students, and the introductory astronomy class (PHY

101/102) averages about 15 students. Special interest geology classes are popular and are

usually filled to capacity with a waitlist.

Verde Enrollment and FTSE Data:

School year Total sections Classes taught Census

enrollment

Total FTSE

1995-96 10 CHM130, 151, 152,

GLG101, 106, 113, 116,

PHY080

119 27.73

1996-97 8 CHM130, 151, 152,

GLG101,

PHY080, 101, 102

65 16.8

1997-98 7 CHM130,

GLG101, 113, 114,

PHY101, 102

85 17.13

1998-99 10 CHM130, 151,

GLG101, 111,

PHY080, 101, 102

103 21

1999-2000 10 CHM130, 151, 152,

GLG100, 101, 111,

PHY080, 101, 102

110 24.67

12

2000-2001 10 CHM130, 151,

GLG101, 113

PHY080, 101, 102

96 19.33

2001-2002 8 CHM130,

GLG101, 113

PHY080, 101, 102

92 18.93

Distance Learning/Non-traditional classes:

Special interest geology classes are offered in a condensed format that works well for the

students. They usually meet in the classroom several times over a one to two week period

and then take extended field trips to geologic sites. No classes are offered using the internet

or distance delivery.

C. Curriculum Analysis: Chemistry: Curriculum and Course Content:

Curriculum review consists of the critical analysis of course descriptions, outcomes and

methods of assessment. All of the chemistry department course offerings are in critical

need of revision at the present time. That effort is in progress.

Instructional Delivery:

Courses are generally taught with the traditional lecture/laboratory approach. The

department encourages instructors to use demonstrations frequently. Laboratory work

is central to all courses. The CHM151-152 and CHM235-236 laboratories include an

intensive writing component. Some instructors are using web delivered instructional

content to support their courses. The department changed the format in the CHM151-

152 sequence as of Fall 2000. Previously, the classes had been 5 credit hours with 3

hours of lecture and 4 hours of lab each week. This was changed to 4 hours of lecture

and 3 hours of lab (the number of credit hours did not change).

13

In-Class Assessment:

Traditional exams and quizzes provide the bulk of assessment information for the

lecture courses. Quizzes are given frequently in order to encourage students to keep up

with course workload. Exam format is generally part multiple-choice and part problem

solving or essay. Standardized exams from the American Chemical Society are utilized

in CHM152 and CHM236. These exams allow for comparison of Yavapai College

student performance to national norms. The CHM151-152, and CHM235-236

laboratory courses require written laboratory reports that summarize activities and

discuss experimental data.

General Education:

The chemistry department is providing an appropriate depth of knowledge in the

subject, consistent with national standards and state articulation agreements. Successful

students leaving the chemistry department are prepared for subsequent chemistry and

other scientific coursework. Insufficient data is available for a supported analysis of

this conclusion. Institutional research has provided exit survey information for the

student population at large, but the data does little to support an evaluation of

department specific issues. The department has a primary need of devising a formal

mechanism to track student success. Secondarily, the department also needs to do more

to cultivate business/college partnerships with potential for student employment. The

primary mission of the department, however, is to provide a high quality foundation for

transfer students.

Other Curriculum Issues:

The chemistry department has been unable to routinely offer “off sequence” General

Chemistry (CHM151 in the spring, and CHM152 in the fall). The pool of adjunct chemistry

faculty in the community does not, at present, include personnel willing and/or able to

present the courses with an acceptable level of academic integrity. There appears to be

sufficient student demand for the off sequence courses, but until faculty staffing issues are

resolved, the department is unable to offer them.

14

Geology: Curriculum and Course Content:

Curriculum review consists of the critical analysis of course descriptions, outcomes and

methods of assessment. In 2000, all of the following courses had their content modified

and their course descriptions rewritten to satisfy general education course science

criteria:

GLG 100 Concepts in Basic Geology

GLG 103 Cave Geology

GLG 104 Geologic Oceanography

GLG 105 Geology of Canyon Lands

GLG 106 Geology of Bryce and Zion

GLG 107 Geology of Death Valley

GLG 108 Volcanoes and Earthquakes of Northern Arizona

GLG 109 Geology of the Prescott Region

GLG 111 Geology of Northern Arizona

GLG 113 Geology of the Grand Canyon

GLG 114 Evolution of the Basin and Range

GLG 115 Implications of Plate Tectonics

GLG 116 Geology of the Verde Valley

In addition, GLG 100 had its load hours modified, from 2-lecture/2-lab, to 1 lecture/3

lab. This was done to standardize its load. This change does not change the number of

contact hours for this course. GLG 112, Prospecting, had its number changed to GLG

131. It was never intended as a for-credit class, and it seemed more appropriate to pair

it with GLG 130, Water in Arizona, which is also a 2-credit, not-for-transfer course.

The curriculum review process has been time-consuming since there is only one full-

time faculty member.

In Spring 2002, the load hours for GLG 100 were modified again to 2 lecture hours.

The other module courses (103, 104, 105, 106, 107, 108, 109, 111, 113, 114, 115, 116)

remained at 1 lecture/3 lab. This change was made for articulation purposes.

Instructional Delivery:

Laboratory exercise components are synthesized into most lectures in all courses, making

learning activity-based and truly seamless. All courses require fieldwork and a written

15

summary of field experiences. A new polarizing microscope with a television screen display

capability allows technology to be used during class to study thin sections of rock.

In-Class Assessment:

Traditional exams and quizzes provide a portion of the assessment in most courses. Quizzes

cover scientific terminology and often consist of multiple choice, fill-in-the-blank, or short

answer questions. Exams consist of short answer questions with several longer essay

questions. Lab practicals are given in classes with a 3-hour laboratory component – these

evaluate a student’s understanding of geologic problems utilizing short answers and simple

mathematical computations. Field trip reports, homework assignments and short oral project

reports constitute the rest of the assessment measures.

General Education:

The geology department provides information and skills consistent with state articulation

agreements and nationally established norms, as indicated by university-level textbooks and

testing packages. Most students in geology courses are there to satisfy science requirements

and our student retention and success rate (> 90%) is a good indicator that we are satisfying

their needs. Geology students who transfer into geology programs are successful at 4-year

institutions, although there is no institutional data to support this. A formal means of

tracking student success would be desirable.

Other Curriculum Issues:

Resolution of the state AGEC-S issue is needed and is in the process of being addressed.

Physics: Curriculum and Course Content:

When the current department head came in 2000, she found the curriculum to be below

acceptable standards. Calculus-based physics and algebra-based physics lectures were

being taught in the same room at the same time. The normal three-semester sequence

for calculus-based physics was reduced to two semesters (but still articulated to the

state universities as three semesters of credit) to enable the two different levels of

physics to be taught in the same room at the same time. (The algebra-based sequence is

two semesters.) Lab equipment was scarce and often didn’t work. Astronomy courses

16

were sometimes being taught with no math component, calling into question their

transferability.

Since then, the calculus-based physics sequence has been rewritten into a three-

semester sequence that transfers appropriately to the three state universities. The

calculus and algebra sequences are taught as separate courses. Modern laboratory

equipment is now being used in the courses. The standards in the astronomy courses

have been raised by incorporating a math component. A curriculum proposal is in the

works that would combine the lecture and lab portions of the astronomy course,

PHY101/102, together under a single number, as the two should be taught hand-in-

hand. The PHY 113/114, Weather and Climate, course is also being rewritten under a

single number. PHY 140, The Physical World, was recently revamped to be consistent

with similar courses throughout the state. A successful experimental course, PHY 115

(Introduction to Astronomical Optics), was created for the fall 2000 semester, and was

offered twice on the Prescott campus and once on the Verde campus.

Instructional Delivery:

The physics courses are generally taught in an integrated format rather than as separate

lecture or lab time. During the summer of 2001, the department head attended a three-

week workshop sponsored by the National Science Foundation at Arizona State

University entitled “Remodeling University Physics.” The physics education experts at

ASU use a method of instruction called “modeling instruction,” in which students learn

science by doing science. Students learn to develop, use, and adapt models of physical

behavior by doing hands-on and group work. Modeling instruction is one of the

highest-rated methods of physics instruction, according to the National Science

Foundation. This instruction approach was used in both the algebra-based and calculus-

based physics sequences for two years. It was also incorporated to a lesser extent in the

astronomy courses. Although the method helped the students learn, the method slowed

down the pace of the curriculum to an unacceptable level. A modified approach is now

being adopted that strives for a balance between hands-on and guided learning so that

required curriculum can be covered. The new physics equipment allows students to use

modern technology for optimal experimentation. The two other general education

courses, “The Physical World” and “Weather and Climate”, are being taught by full-

time faculty from other departments. These faculty incorporate hands-on learning, and

17

use an integrated approach to class time, rather than strict lecture or lab sessions.

Adjunct instructors may choose to use a more traditional lecture/lab method of

instruction, rather than an integrated approach.

In-Class Assessment:

Courses employing hands-on, collaborative learning and class discussion allow for

nearly constant assessment of the student’s understanding. In the general physics and

astronomy classes, a standardized test is administered as a pre- and post-test to measure

conceptual gains in conceptual understanding. The (normalized Hake) gain in student

understanding in PHY101, 141 and 150, as measured by these tests, ranges from 50 -

60%. These are good results since traditional instructional methods generally produce

gains of 33% or lower. Students are also assessed on their written work, including

homework, laboratory reports, and exams. Depending on the specific course, exams

may employ a variety of formats. In some courses, a multiple-choice section may

require justification of the answer chosen. Some courses may also require projects,

presentations, or critiques of current articles.

General Education:

The current move to hands-on instruction assures that students will be appropriately

prepared for future courses and careers. Collaborative learning helps students develop

critical thinking and communication skills and inspires creativity. Students must apply

their knowledge to new situations, both in class and on work done at home. These all

are clearly important outcomes as delineated in the Science general-education values

statements. Students use the new technology frequently in the classroom. Most data

acquisition is computed-based and the classroom computers are constantly used for data

acquisition, simulations and Web searches. Many instructors in the department use

Blackboard to enhance their courses.

Other Curriculum Issues:

No engineering courses have been taught for several years. The primary reasons are the lack

of classroom availability and a lack of qualified adjunct instructors. It is not clear how much

student demand there is for engineering courses.

18

D. Program Faculty and Personnel: Full-Time Faculty (Prescott Campus):

Paul E. Smolenyak – Chemistry (date of hire: Fall, 2000)

B.S. in Biology and Chemistry, Northern Arizona University

Ph.D. in Analytical/Organic Chemistry, University of Arizona.

Beth Nichols Boyd – Geology (date of hire: Fall, 1983)

B.A. in Geology and Chemistry, Oberlin College

M.S. in Geoscience, University of Arizona.

Diane Dutkevitch – Physics and Astronomy (date of hire: Fall, 1999)

B.A in Math/Physics, Wells College

M.A. in Physics, University of Rochester

Ph.D. in Astronomy, University of Massachusetts

Full-Time Faculty (Verde Campus):

Chris Breitmeyer – Chemistry (date of hire: Fall, 1998)

B.S. in Biology Education, 1989, Illinois State University.

Ph.D. in Ecology, Arizona State University.

Contributions to the College and Community and Professional Development by

Full-Time Faculty:

All the full-time faculty members are active in their respective Articulation Task Forces

and have been members of various committees on campus. They all remain

professionally abreast in their fields by attending conferences, reading current

periodicals and actively participating in professional associations. They are active in

their community and make themselves available to answer questions from the general

public. The Chemistry and Geology faculty members are also members of a team

working on an NSF grant to create opportunities in math, science and technology for

students with disabilities. For a more detailed list of their contributions and

professional development, please see Appendix A.

19

Selection, Orientation, Supervision, and Evaluation of full-Time Faculty:

Full-time faculty in the physical sciences are selected, supervised and evaluated

according to established Governing Board Policy and administrative policy. Faculty are

evaluated using both summative and formative methods during their first two and one-

half academic years at the college. Upon granting of continuing contract status,

evaluation becomes largely formative (with a summative component dedicated to the

granting of “performance incentive” movement on the salary schedule), done for the

sake of professional development and improvement of instruction. These activities take

place under the leadership of the Science/Math Division Assistant Dean on the Prescott

Campus and the Division One Assistant Dean on the Verde Campus.

Orientation of new full-time faculty takes place largely at the level of the Division

although the Human Resources Office and the Office of Instruction have training in

specific issues such as curriculum development, developing learning outcome based

syllabi and employee benefits.

Administrative and Support Personnel (Prescott Campus):

Lara Tokarski: Division Administrative Assistant (date of hire: April 2002)

B.A. in Linguistics, Indiana University.

Ruth Lillie: Half-time lab technician (date of hire: 1998)

Supports all physical and biological science lab activities, serves as the Division’s

safety and chemical hygiene officer.

B.S. in Biology, George Fox University

B.S. in Medical Technology, Boise State University

M.A. in Applied Behavioral Science, Wright State University

Administrative and Support Personnel (Verde Campus):

Vicki Arbeiter: Division Administrative Assistant (date of hire: 1989)

Lori McIntyre: full-time lab technician (date of hire: 2001)

Previously worked in part-time capacity (1987 – 1992 and 1995 – 2001)

Supports all physical and biological science lab activities.

AA in General Studies, Yavapai College.

20

Adjunct Faculty:

Yavapai College has used a large number of adjuncts in these departments over the last

seven years. Please see Appendix B for a detailed listing of the adjunct faculty.

Selection, Orientation, Supervision, and Evaluation of Adjunct Faculty:

The majority of adjunct faculty members teaching in these departments have approached the

department expressing interest in teaching. Each department also attempts to recruit people

that have been identified as individuals with strong potential to serve as adjunct faculty. The

department chairs each supervise and serve as mentors to their own adjunct faculty. They

also assist them in learning to use the lab equipment and in scheduling field trips. The

departments would like to provide additional support for adjunct faculty including

participation in workshops, training opportunities, etc. At present we have limited resources

to support these activities. While there has been a desire to offer more physical science

courses, this has sometimes not been possible due to the lack of qualified adjuncts available

to teach the courses. Inadequate compensation is a major factor in our inability to attract and

retain superior adjunct faculty.

Ratio of Full-Time/Part-Time Teaching:

In Chemistry, adjunct faculty have been responsible for approximately one-half of the

load hours per term. In Geology, adjunct faculty have been responsible for

approximately one-third of the load hours per term. In Physics, adjunct faculty have

been responsible for about 30% of the load hours per term and full-time faculty

members from other departments have been responsible for about 15% of the load hours

per term. On the Verde Campus, General Chemistry (CHM151 and CHM152) is taught

by adjunct faculty and Fundamental Chemistry (CHM130) is generally taught by the

full-time faculty member who teaches in both the physical sciences and the biological

sciences. In Geology, adjunct faculty have been responsible for all of the instruction.

The Verde campus does not currently offer courses in physics.

General Notes on Program Faculty:

It is safe to say that in all three discipline areas there are courses not offered and

consequently enrollments not being captured due to departments having only one full-

time faculty each and a scarcity of qualified and motivated adjuncts.

21

E. Facilities, Equipment, and Financial Resources: Classrooms and Laboratories: Chemistry:

Chemistry courses are currently structured with separate laboratory and lecture sections.

The available laboratory facilities are not suitably configured to teach with a preferred

integrated lab/lecture format. Lecture space is sufficient to meet the student demand at

present, but the laboratory space is poorly designed. The laboratory furnishings are

awkward and do not make efficient use of the available space. The fume ventilation

hoods do not exhaust a legal and appropriate volume of air and represent a significant

safety hazard to students and staff. The department is moving rapidly toward

improving instrumental and computer capability. Within the next several years,

additional space will be required to house the new and/or refurbished instruments.

Geology:

Classroom space is inadequate for activity-based instruction (labs) and classes currently use

approximately 20 feet of the interior hallway when conducting laboratory activities. This

year a ceiling mounted projector and computer were wired into the classroom. Geology’s

comparative advantage over other community college geology departments is our emphasis

on field-based instruction. Our ability to get students into the field depends upon reliable,

appropriate and available means of transportation. This will need to be incorporated into the

priorities of the college so that students will be able to access the world-class geology of

central and northern Arizona.

Physics:

There is only one classroom, and it is too small to effectively meet the needs of the

department. The prep rooms are also small and can only be accessed through the

classroom. Much of the lab prep must also be done in the classroom because the prep

rooms are not suitable for the testing of equipment. The number of physics courses that

can be offered is limited because adequate time for setup and teardown of equipment

must be allowed before and after each class. On the bright side, we have a new HVAC

in the classroom, new wiring, a new ceiling projector, and are soon to have new

furniture. The astronomy classes need to have a fairly dark observatory site on campus

22

where telescopes can be safely stored. Currently, students must carry telescopes and

other heavy equipment approximately 200-300 feet across uneven terrain in the dark,

which is unsafe.

Prescott Campus in general:

With the anticipated remodeling and transfer of the physical sciences facilities, as part

of the Yavapai College master plan, many of the concerns addressed above will be

resolved. The principle recommendation for improving classroom and laboratory

facilities is to have the physical sciences faculty members play a significant role in the

planning process for the new facilities. In addition, it is recommended that the college

plan for two chemistry laboratory/classrooms, two physics laboratory/classrooms, and

expanded instructional and storage space for geology. For the chemistry rooms, one

will accommodate primarily the general and fundamental chemistry program and the

other will accommodate organic chemistry, house instrumentation and provide overflow

space for fundamental chemistry course offerings. For the physics rooms, one will

accommodate Astronomy and Weather and Climate classes while the other will

accommodate the physics class.

Verde Campus:

Chemistry and geology courses are taught in the single lab (G-107) present on the

Verde campus. The lab is not adequate as previously discussed in Section A (Mission,

Goals and Planning). The prep room is too small and can only be accessed through the

lab room. Lecture space is adequate to meet current student demand.

Prep Areas: Chemistry:

There is insufficient secure space for laboratory preparation and for storage of

equipment and chemicals. Much of the current preparation and storage space is only

secure when the second floor of building 4 is completely closed to student access.

Geology:

All prep work for geology is currently done in the hallway, which is neither convenient nor

secure. The lack of prep space (and instructors) prevents us from offering multiple 4-credit

23

classes simultaneously. Rock and mineral storage are currently bursting at the seams.

Measurements have been made of current storage space and plans for the new buildings need

to allow for increased storage and instructional space.

Physics:

The prep rooms for physics are not adequate for the needs of the department. The prep

rooms are small and are only accessible from the classroom. They are not suitable for

testing equipment, so this can’t be done when a class is in session. An instructor

wishing to enter the prep rooms when a class is in session must disrupt the class to

reach the prep rooms.

Prescott campus in general:

Again, with the anticipated remodeling and transfer of the physical sciences facilities as

part of the Yavapai College master plan many of the concerns addressed above will be

resolved. The physical sciences faculty members must play a significant role in the

planning process for the new facilities. Plans for new space should include larger, more

secure prep space for each department with multiple access points including the

classroom.

Verde campus:

There is insufficient space for laboratory preparation and for storage of equipment and

chemicals. Hopefully, the anticipated remodeling of the G building will solve the

current inadequate situation.

Equipment: Prescott campus: The equipment in these departments has been improved significantly over the last

several years. All of the laboratory and lecture rooms within these departments have

been equipped with instructional computers attached to projectors. This addition has

been valuable in all of the classes taught in these rooms. Chemistry and Physics have

also gained some new equipment for use in the classroom, which has allowed these

departments to introduce students to modern equipment that they would use at many

four-year schools. In order to finish upgrading the Chemistry and Physics/Astronomy

24

courses, however, additional expensive equipment should be purchased. These

expenditures far exceed the available supply fund budget. Acquisition of this needed

equipment will require careful consideration during future budget planning.

Verde campus:

Equipment in the lab is not adequate. The fume hood is in a place that makes it difficult

for students to walk between it and the adjacent lab bench. An instructional computer

with an attached projector is not present and would greatly enhance instruction.

Additional equipment should be purchased, including a new fume hood, larger storage

cabinets, hot baths, and many other pieces of equipment. These expenditures far exceed

the available supply fund budget.

Financial Resources: Prescott campus:

The new equipment being used in Chemistry and Physics has been purchased using

capital funds and money from Innovation College. Using these funds was vital as there

would not have been enough money in the supply budgets of these departments to

purchase the needed equipment because much of which was expensive. Chemistry and

Physics/Astronomy still have equipment needs that will contribute to improved

instruction. This equipment is expensive and will demand a significant amount of

capital equipment money.

Verde campus:

A significant amount of capital equipment money is needed to update the current lab.

25

F. Program/Student Outcomes

Major curriculum revisions have taken place in geology and physics within the last

three years. The chemistry curriculum however is in need of a major revision.

All three departments need to work on their parts of the divisional outcomes assessment

plan. While chemistry and physics have been using standardized exams in their classes,

this data needs to be collected and examined to determine how well outcomes are being

achieved.

G. Future Trends

Enrollment should increase in all three departments as the enrollment at Yavapai

College increases and those students need to take science classes to fulfill requirements

for their degrees. The newer and better-designed facilities will allow for more sections

of courses to be offered than is possible in the current space. However, in order to serve

the increased number of students, the departments will need to have more faculty.

Incorporation of technology will continue to increase in the physical science classes as

more applications are created that facilitate student learning. Faculty will need to have

adequate support to incorporate these new technologies into their classes.

As the county grows, the chemistry department will monitor whether there is a demand

for a chemical technician program at the college.

26

H. Strengths and Concerns

The mission statements for these three departments are strong, student centered and

well thought out. However, they need to have some specific outcomes listed that can be

measured to see if the mission is being fulfilled.

The student, class and FTSE trends have been consistent with a small amount of

growth. However, the growth is limited due to facility limitations and lack of

instructors for the courses. The current remodeling will hopefully alleviate the facility

limitations, but the lack of instructors will still need to be addressed.

The current faculty members in these departments have outstanding credentials and

have been involved in their department, their professional organizations, the college and

the community. The demands of a one-person department need to be addressed to make

sure that the full-time faculty have enough time to devote to adjunct faculty hiring and

supervision, class and lab scheduling, budget oversight, creation and modification of

curriculum, and continuous attention to specialized equipment.

The current facilities are not adequate to meet the needs of the departments. With input

from the current faculty members, the newly remodeled facilities should allow each of

these departments to have enough space for classrooms, labs, storage and prep rooms.

Chemistry would also like to be able to teach in an integrated lab/lecture format as is

currently done in geology and physics. Capital funds have allowed the chemistry and

physics departments to upgrade much of their equipment. The items that both of these

departments would like to further upgrade their labs are expensive items that would

need a large outlay of capital dollars. The Verde Campus needs a significant amount of

capital equipment money to upgrade the current laboratory.

The programs monitor the enrollments in order to best utilize the faculty resources that

they have. Each of the departments will need to develop a formal outcomes assessment

plan.

27

I. Recommendations

1. Additional full-time physical sciences faculty are needed.

The recruitment and retention of qualified and effective physical science adjunct

faculty is a persistent problem. Although the college has benefited greatly from the

contributions of a number of talented retired professionals, and other individuals

with appropriate training, it is often difficult to satisfy student demand for courses.

Similar trends in the major population centers of the state suggest that the

availability of quality adjunct faculty in Yavapai County is not likely to improve in

the near future. There is a real and significant need for additional full time faculty

members to support the missions of the respective physical science departments.

In the Chemistry department, there is a significant limitation in the CHM151 –

CHM152 sequence (General Chemistry I and II). At present the department is only

able to offer the sequence one time per year. Students needing the off-sequence

schedule are often forced to delay their educational efforts. The department is also

limited in its ability to offer night classes, and is not able to consistently offer

general education courses such as CHM121 (Environmental Chemistry) because of

insufficient staffing and lack of continuity in instruction. The department suffers

from a lack of continuity in instruction arising from the rotation of adjunct faculty

especially in the Fundamentals of Chemistry (CHM130) classes. An additional

faculty member with a minimum half-time appointment in chemistry is needed. The

department would benefit from the creation of a full time chemistry faculty member

with responsibility split between the Prescott and Verde campuses. Alternatively

the division would be reasonably well served by a position split between Chemistry

and either Biology, Physics, or Geology.

2. Equitable compensation for laboratory instruction.

Laboratory instruction is an integral part of science education and should be valued

on an equal basis with lecture instruction. In both Geology and Physics, there is a

seamless integration of lecture and laboratory activities and all class time is

considered contact hours with students. This format is also preferred for Chemistry,

but the current facilities are not configured to allow the integration. Laboratory

28

activities in the physical sciences require an extensive amount of preparatory work.

In addition, the equipment and instrumentation require time to make sure that it is

working properly after it has been set-up for a class.

3. Sufficient laboratory, classroom, preparatory and storage space.

The current laboratory and physical facilities are poorly designed for effective

management and scheduling of activity based instruction. The program faculty

members expect to play a significant role in the planning and design of new

facilities that are part of the Yavapai College master plan so that there will be

sufficient space available for all of the different needs in each department.

4. Teaching loads appropriate for department chairs.

There are issues common to all of the physical science departments. Because of the

specialized nature of the curriculum offered within the physical sciences, the

responsibilities associated with routine operation of the departments require a

significant amount of time. In addition to instructional obligations, the full-time

instructors serve as department chairs and are responsible for schedule building and

budget oversight, program review, hiring and supervision of adjunct faculty,

creation and development of curriculum, articulation task force responsibilities, and

continuous attention to specialized equipment, facilities, and field activities. Job

descriptions for physical science department chair faculty positions should reflect

these additional responsibilities and include an appropriate teaching load

expectation.

5. Chemistry curriculum review.

The Chemistry curriculum has not been reviewed recently and is being revised to

reflect current content and new technology being used.

6. Outcomes Assessment Plan for all three departments.

There is no formalized outcomes assessment plan for these departments. The

current standardized assessments being used by Chemistry and Physics need to be

incorporated into a comprehensive assessment plan.

29

7. Upgrading the current Verde Campus lab equipment and the purchase of

expensive lab equipment for chemistry and astronomy classes.

The Verde Campus lab is in need of upgrading its lab equipment and adding

equipment currently used in Prescott Campus labs. This will require significant

capital funds. There is currently no way to purchase expensive (more than $40,000)

capital items for science labs. These expenses would use all of the capital funds that

have been allocated to the campuses with nothing left over. These capital funds are

currently used for smaller purchases, usually less than $10,000 each.

30

Appendix A – Full-Time Faculty: Chemistry: Paul E. Smolenyak: B.S. in Biology and Chemistry, 1990, Northern Arizona University;

Ph.D., in Analytical/Organic Chemistry, 1998, University of Arizona. 5 years teaching

experience.

Professional Development/Achievement:

The department’s full time faculty member, and chair, has participated in a number of

conferences and workshops designed to enhance teaching skills, and/or professional

competence. In addition the chair, along with the Geology Department Head is a member of

a team developing a Yavapai College based NSF program to create opportunity for students

with disabilities, in the areas of math, science and technology.

The department encourages adjunct faculty to keep abreast of chemical pedagogy by

encouraging reading of current periodicals and by communicating new ideas and teaching

strategies during departmental meetings. The department would like to provide additional

support for adjunct faculty including the sponsorship and financial support of membership in

professional organizations, and participation in workshops, training opportunities, etc. At

present we have limited resources to support these activities.

Contribution to College and Community:

The chemistry department routinely provides support to the Prescott community.

Department personnel frequently research chemistry questions for the general public.

Department personnel have participated in judging science fairs, and has in several cases,

assisted K-12 students with science fair projects. The department routinely provides

department tours and “chemistry magic shows” for visiting K-12 students. The department

has participated in several Girl Scout Science Trek events in recent years. In addition the

personnel from the chemistry department have worked with local businesses to solve

chemistry problems and has initiated a dialogue that may lead to internships, or employment

opportunities for Yavapai College students.

31

Support From Other Areas:

The chemistry department requires academic support from a number of areas in the college.

All chemistry courses require mathematics prerequisites. The mathematics department does

a good job of offering the required prerequisite courses in a timely fashion. Major’s courses

in chemistry including CHM151/CHM152, and CHM235/CHM236 are writing intensive

courses, especially in the laboratory component. The English department has been very

supportive by offering tutorial assistance in technical writing; however, the chemistry

department has not yet taken full advantage of this support. Major’s courses also require an

advanced degree of computer literacy. Many of the laboratory activities, and all laboratory

reports, involve and/or require the student to develop computer generated plots and graphs of

data, and to incorporate these materials into written reports. The department has in large part

undertaken student computer training as an integral part of the chemistry curriculum, but

should, in the future, explore support options available through other academic disciplines.

Geology: Beth Nichols Boyd, B.A. in geology and Chemistry, Oberlin College; MS in

Geoscience from the University of Arizona. 19 years teaching experience.

Professional Development/Achievement:

The department chair has been active in the Arizona Geology Articulation Task Force and

has served as its chair on occasion. She has also been an active member of the Arizona

Geological Survey Earth Science Education Advisory Committee, the Geological Society of

America and the Arizona Geological Society. She has attended professional meetings such

as the UGA - AAPG Fall meeting, the GSA Annual and Sectional Meetings, the New

Zealand Geological Society Annual meeting, a Grand Canyon Symposium, and the

Arizona/Nevada Academy of Science at which she presented a paper. She has also recently

published two papers on Thumb Butte. Finally the chair, along with the Chemistry

Department Head is a member of a team developing a Yavapai College based NSF program

to create opportunity for students with disabilities, in the areas of math, science and

technology.

32

Contribution to College and Community:

The full-time geology faculty has served on the Curriculum Committee, Professional Growth,

Faculty Affairs (as chair), Campus Safety, on multiple search committees and ad-hoc

committees. She has played an instrumental part in forwarding the cause of equity in

laboratory loading and increased compensation for large class sizes. She developed more

than half of the current geology curriculum from scratch and have revised all of it at least

once. She has made presentations to numerous clubs and community groups and served on

one of the county water boards in the late 1990’s.

Physics: Diane Dutkevitch, B.A in Math/Physics from Wells College; M.A. in Physics from the

University of Rochester; Ph.D. in Astronomy from the University of Massachusetts at

Amherst. Full-time Physics instructor and Department Head since 1999. Lifetime

community college teaching certificate.

Full-timers in other departments who teach occasional physics courses (Prescott):

David Grazer, B.S. from Harvey Mudd College, M.S. and Ph.D. from University of Arizona.

Full-time Math instructor since 1998. (Teaches “The Physical World”)

Jaime Bennett, B.S. and M.A. from Arizona State University. Full-time Geography

instructor and Department Head since 1992. (Teaches “Weather and Climate”)

Professional Development/Achievement of Full-Time Faculty Member:

The department’s full-time member, and chair, is an active member of the American

Astronomy Association and the American Association of Physics Teachers. She attended the

joint meeting of these associations in San Diego in January 2000. She also participated in a

three-week workshop at ASU, funded by the National Science Foundation, on “Remodeling

University Physics” in June 2001. As a result of the workshop, the physics and astronomy

curriculum was changed to a more learner-centered pedagogy. She is currently a member of

the SOFIA (Stratospheric Observatory for Infrared Astronomy) Education/Public Outreach

Working Group. SOFIA is a 2.5-meter telescope under development which will fly in a

modified Boeing 747SP. It is one of the space-based observatory missions under NASA’s

Origins program.

33

Contribution to College and Community by Full-Time Faculty Member:

The full-time member and chair has been the Physics Articulation Task Force representative

since arriving in 1999. She serves on the Library Advisory Committee and the Classroom

Technology Work Group. For a Community Appreciation Day at Yavapai College, she

hosted a star party. She hosted the physics station of the Girl Scout’s “Science Trek 2001.”

Likewise, she hosted an afternoon session with middle-schoolers from Skyview School to

introduce them to modern physics technology. She is an active participant in the annual

Yavapai College Science Bowl, and was a member of the Prescott Astronomy Club for three

years. Since arriving at YC, she has directed the modernization of the physics department.

She continues to work hard to revamp the physics and astronomy curriculum to both improve

the pedagogy, and incorporate a vast amount of new equipment.

Support From Other Areas:

ITS: ITS has been very generous to the physics department. They have supplied the

department with computers, peripherals, software, and endless support. They have provided

more than expected, and have allowed us to move into the modern technological age.

Office of Instruction: the Office of Instruction generously donated $10,000 to the

department for the purchase of new equipment.

College of Innovation: the College of Innovation provided funding for various projects and

faculty learning opportunities.

Welding: The welding instructor, Harold McFarland, built us a pedestal for our 12-inch

computer-controlled telescope.

Facilities: Facilities has worked wonders in the physics area. They have provided us with a

new HVAC system, new wiring, new paint, and a platform for our new telescope pedestal.

Math and Geography: Two full-time instructors, from Math and Geography, have taught

physics courses.

Verde Campus: Full-Time Faculty:

Chris Breitmeyer – Chemistry (date of hire: Fall, 1998). B.S. in Biology Education,

1989, Illinois State University. Ph.D. in Ecology, Arizona State University. 9 years

teaching experience.

34

Professional Development/Achievement of Full-Time Faculty Member:

The department’s full time faculty member has participated in a number of conferences and

workshops that have enhanced his teaching skills. In order to improve recruitment and

retention of students in the sciences, particularly the physical sciences, the full time faculty

member is actively seeking to locate new adjunct faculty members who can maintain the

level of excellence the program currently enjoys. Expansion of the programs offerings will

also help to recruit and retain students.

The department encourages communication among all faculty by communicating new ideas

and teaching strategies during departmental meetings. The department would like to provide

additional support for adjunct faculty including the sponsorship and financial support of

membership in professional organizations, and participation in workshops, training

opportunities, etc. At present we have limited resources to support these activities.

Contribution to College and Community by Full-Time Faculty Member:

The chemistry instructor provides support to the Verde Valley public, occasionally

researching chemistry questions for the general public and allowing the public to use

the lab facilities and assisting them in basic chemical assays. Department faculty have

participated in judging science fairs. The department provides tours and “chemistry

magic shows” for visiting elementary school students. The full time faculty member

has also visited classrooms to give lectures on a range of topics, and provide hands on

experiences to grade school students. After school programs for disadvantaged youth

have also proven to be a rewarding experience for the faculty member.

The faculty member has worked with Verde Campus staff to insure a good chemical

hygiene plan is in place, and is currently the sponsor of the “environmental club”. In

addition the faculty member organizes the annual Verde Campus Since Symposium

held in the Spring semester. Students in all disciplines of science are able to present

their research findings and gain valuable experience from the conference.

Support From Other Areas

The chemistry department requires academic support from a number of areas in the college.

All chemistry courses require mathematics prerequisites. The mathematics department does

a good job of offering the required prerequisite courses in a timely fashion. The department

should, in the future, explore support options available through other academic disciplines.

35

Appendix B – Adjunct Faculty: Chemistry: Jeff Ayres: B.S. in Clinical Chemistry, 1987, University of South Florida, MS in

Biochemistry, 1996, California State University Hayward.

Rod Barkhurst: B.S. in Chemistry, Washington (Md.) College, Ph.D. in Organic

Chemistry, University of Kansas. Former department chair and full time chemistry

faculty from 1979-2000 at Yavapai College.

Sierra Helton: B.S. in Chemistry, 2000, Northern Arizona University, 1 year teaching

experience at Yavapai College.

Ken Edwards: B.S. in chemistry, 1954, University of Michigan, M.A., in analytical

chemistry, 1956 Dartmouth College, Ph.D. in physical chemistry, 1963, University of

Colorado, Professor, Colorado School of Mines, Dept. of Chemistry, 1966-94, Adjunct

Professor, Yavapai Community College, 1996-present.

Al Kaminsky: BS in Chemistry, University of Connecticut, 30 years teaching

experience (secondary education), and more than 10 years of association with Yavapai

College as a chemistry adjunct.

Tom Pettit: B.S. 1979, and M.S. 1981, in Chemistry, University of Southern Illinois at

Carbondale, Ph.D. 1986, in Physical Chemistry University of Texas at Austin, adjunct

faculty at The Community College of Southern Nevada, 1995-97, adjunct faculty in

chemistry and mathematics at Yavapai College spring 1997 to present.

Ruth Lillie: B.S. 1974, in Biology, George Fox University, Newburg, OR, B.S. 1975,

Medical Technology, Boise State University, M.T. (ASCP) National Certification, 1975,

M.A. 1985, in Applied Behavioral Science, Wright State University, Dayton, OH., adjunct

chemistry faculty at Yavapai College 1999-present.

36

Chris Dunn: B.S. 1984, in Chemistry and Biology, Northern Arizona University, M.S. 1988,

Chemistry/Biochemistry, The University of Colorado, Boulder, CO, chemistry lecturer,

Northern Arizona University, 1989-1990, temporary part time assignment to the Yavapai

College chemistry department 2001-2002. Chris is currently a full-time faculty member in

the Biology Department and is not available for chemistry instruction at this time.

Geology: Wayne Ranney: BS in Geology and MS from NAU in Earth Science.; 20 years (part-

time) teaching experience.

Bev Everson: BS in Geology and MS from NAU in Earth Science; 15 years (part-time)

teaching experience.

Maggie Kane: BA in Geology from Hampshire College; 4 years (part-time) teaching

experience.

Ed Wolfe: BS and PhD in geology; 1 year (part-time) teaching experience.

Edessa Carr: BA in Anthropology and MS from NAU in Earth Science; 6 years (part-

time) teaching experience.

Physics: Howard Moore: BS in Physics/Astronomy from NAU. Taught at Yavapai from 1/99–12/01.

Warren Parkes: AA from Yavapai College and BA in History from University of Arizona.

Taught at Yavapai from 1/98–5/02.

Ed Mosevich: BS in Earth Science and MA in Mathematics from Northern Illinois

University. Taught at Yavapai from 1/86 – 12/99.

Frank Duncan: BS in Science/Engineering from University of Michigan, MS in Physics from

Ohio State University. Taught at Yavapai from 8/91 – 5/98.

37

Persichilli, John: AA in Science Studies from Lansing Community College; BS in Earth

Science from Central Michigan University; MA in Education from ASU. Currently working

on an MA in Astronomy at University of Western Sydney. 25 years full-time high school

teaching experience; 0.5 years college teaching experience. Teaching at Yavapai College

since summer 2003.

Verde Chemistry: Paul Iverson: B.S. in Chemical Engineering, 1987, Colorado State University of South

Florida, MS in Geology, 1958, Utah State University, PhD. in Geology, 1962,

University of California at Los Angeles. Retired geology professor from Northern

Arizona University and Yavapai College adjunct instructor since 1995.

Bonnie Bain: B.A. in Biology, 1981, California State – Chico, PhD. in Biology, 1992,

City University of New York. Yavapai College adjunct instructor from 8/96 to 5/98

James Richard: B.A. in Chemistry, 1960, San Diego State University, M.A. in

Psychology, 1967, San Diego State University. Yavapai College adjunct instructor

from 7/95 to 12/97.

Verde Geology: Stan Beus: B.S. in Geology, 1957, Utah State University of South Florida, MS in

Geology, 1958, Utah State University, PhD. in Geology, 1962, University of California

at Los Angeles. Retired geology professor from Northern Arizona University and

Yavapai College adjunct instructor since 1995.

Verde Astronomy: Russell Nidey: B.S. in Engineering Physics, 1948, University of Colorado, M.S. in Physics, 1953, University of Colorado. Yavapai College adjunct instructor since 8/84.