Physical Science Department
1. MISSION: The mission of our department is to provide the rigorous science foundation necessary for students to achieve the skills, knowledge, intellectual curiosity and scientific literacy essential for a wide range of professional or technical careers. The department fulfills the primary missions of community colleges by providing support to academic (science and engineering) education and workforce development/vocational programs (nursing and teacher preparation). Hands on laboratory skills are a critical component for the development of critical thinking skills in many of our courses. The department primarily offers transfer level courses designed to satisfy the needs of science majors, allied health students, college general education requirements, and liberal studies teacher credential programs.
2. PROGRAM DESCRIPTION: The Physical Science
Department encompasses eight disciplines
which affect many of BC's students and Bakersfield's population. These
disciplines (Architecture, Astronomy, Chemistry, Engineering, Geography,
Geology, Physics, and the area of Physical Science) variously satisfy general
education requirements, provide courses for majors, serve as prerequisites for
the allied health programs, and aid in BC's community outreach efforts (both
directly and through K-12 teacher training support). All are active in
supporting BC's Strategic Initiatives and core processes.
Examples of specific activity include planetarium programs, Engineering Design
Competition & Physics Olympics (outreach);
Physical
Science classes (heavily attended by teacher trainees); strong faculty
involvement in MESA and AMP (retention), IMPAC (articulation), and assessment
development techniques (retention/success); and continued development of
on-line classes and web pages (access). Within each discipline are found these
and/or other examples of both current and planned (future) program components
which further enhance the success of our students through the guidelines found
in the strategic initiatives. Brief descriptions of each discipline are given
below, with an assessment of future growth directions following these.
Many of our faculty have developed websites for their courses and programs to
post lecture slides + notes (even an entire textbook), for online assessment
tools,
to guide students to the particular courses needed for a particular educational
and career goal, and
to
provide
supplementary material for their students. Astronomy and Geology have non-lab
classes
taught via internet and television (telecourses). Our faculty provided crucial
leadership to resolve conflicting class schedules for chemistry, math,
biology, physics, and engineering majors, enabling students to progress more
efficiently through their major(s). The
Physical Science faculty are heavily involved in the campus assessment development
efforts, including participating in an NSF funded project to model assessment
practices for the college. We
participate in the broader science departmentsí work in program planning, scheduling,
and retention efforts (MESA and AMP). Other areas of work include issues of matriculation
(through IMPAC and campus committee work) and governance (Academic Senate). Our
teaching practices enhance the learning environment well beyond traditional lectures,
with extended discussion/problem sessions in group environments, the use of computer-based
visualization/computational techniques, and various lab practicals stressing
skills application and good communication.
Career Pathways of
our students: Agriculture & Natural Resources (science majors students),
Engineering & Industrial Technology (architecture + engineering students),
Health Services (those in the Allied Health pipeline). The students in the general
education classes are in the other three career pathways [Arts, Media, & Communication;
Business, Management and Technology; Public & Human Services (including education
students)].
Architecture:
The Architecture program provides a comprehensive program with a series of
beginning core courses consisting of materials, drawing, both hand and CAD, and
practice and design courses for transfer to a 4-year (BA) or 5-year
professional degree program. The program currently offers A.A. and A.S. degrees
in Architecture and a Certificate of Achievement in Architectural CAD. Career
pathway: Engineering & Industrial Technology. Methods to attain career:
Lower Division Preparation for Baccalaureate Degree & Beyond method or the
Professional, Career & Technical Associate Degree/Certificate method to
achieve their goals. All courses are designed for transfer, except for Arch 55
and 56 (Uniform Building Codes).
Astronomy:
The astronomy program has one beginning
course in astronomy, taught in three modalities; on campus in the classroom,
over the internet, and telecourse (ITV). An estimated 95% of the students
enrolled in astronomy take this non-lab science class to fulfill their general
education science requirement. The most common career pathways of students in
the astronomy program are: Agriculture & Natural Resources; Arts, Media,
& Communication; Business, Management, & Technology; and Public &
Human Services. Over 95% of students are using the Lower Division Preparation
for Baccalaureate Degree & Beyond method or the Professional, Career & Technical
Associate Degree/Certificate method to achieve their goals. The astronomy program
has developed student learning outcomes for its course.
BC planetarium that is used primarily by K-12 school groups in Kern County, as
well as BC students, is under the umbrella of the astronomy program.
Approximately 4500 K12 students come to the planetarium every year.
Chemistry:
The chemistry
department offers courses that directly contribute to the career pathways of a
wide variety of students. These classes are prerequisites for some on-campus
programs (e.g. chem 11 for allied health sciences), and all transfer to many
4-year institutions for programs such as engineering, the primary sciences,
related health careers (e.g. medicine), and education. Some also serve well as
general education requirements.
Classes stress core education competencies in a variety of ways, including
important hands-on laboratory exercises. Our teaching practices enhance the
learning environment well beyond the usual, with extended discussion/problem
sessions in group environments, the use of computer-based
visualization/computational techniques, and various lab practicals stressing
skills application and good communication.
Engineering:
The engineering and engineering technology programs at Bakersfield College are
comprehensive programs designed to meet the curriculum core for most
engineering or engineering technology disciplines agreed upon by the
Engineering Liaison Committee (ELC) composed of representatives from California
community colleges, Universities of California and California State
Universities. Although the engineering technology program is offered through
the Applied Science and Technology Division, the engineering support courses
are offered in the Physical Science Department. These support courses are
closely integrated with physics and chemistry.
All engineering courses offered help prepare students for transfer to a
four-year college or are required for an A.S. degree. Most of these courses
involve hands-on applications, which include laboratory experience, machine
technology, applied mechanical projects, and use of special software.
Engineering faculty actively participate in department work (program planning
and scheduling), articulation (ELC and IMPAC), development of student
leadership (MESA and Engineersí Club), and recruitment/retention efforts
(presentations at local schools and conferences and MESA).
Geography-Geology:
The geology and geography programs offer introductory level classes designed to
satisfy the general education requirements for many students, particularly
liberal studies majors. The lecture and laboratory courses provide students
with an insight into our physical and cultural worlds, and the processes that
have shaped and will continue to shape our planet and our civilizations.
Physics:
The physics area in the physical science
department offers two physics sequences to students. A two - semester trig -
based general physics sequence is offered for the students going into the
professional field such as medicine, architecture, pharmacology, dentistry,
optometry, veterinary science, physical and occupational therapy, and also for
the students who need to take a science course with lab as general education
requirements at Bakersfield College. The other sequence of the physics course
offered is a three-semester calculus-based physics, which is taken by students
majoring in physics, astronomy, engineering, chemistry, biology, medicine,
architecture and medically related fields.
Physical Science:
The Department offers an Introduction to Physical Science course, which is a
key course in the science curriculum for liberal studies/pre-teaching majors
and general education. Although this is not an academic discipline but
merely a course, the course lacks continuity due to the high number of adjunct
and rotating faculty who teach the course. The number of sections of Physical
Science 11 is 10 sections per year.
3. UNIT WSCH/FTES PROJECTIONS: In Fall 2002, the FTES for the Physical Science Department was 231.63 (Maas data says zero FTES/WSCH in satellite centers for Fall 2002ócheck!). 25.18 of the FTES was through distance education modes in astronomy and geology. The WSCH was 6948.75 with 755.34 of the total via distance education modes. The courses were taught by an equivalent of 14.47 FTEF. We are expected to grow at an annual rate of 2.5% so by 2020 we are expected to have a FTES of 361.26 (increase by factor of 1.5597 in 18 years OR use factor of 1.4717 in 18 years if annual rate is 2.17%).
4. FUTURE DEVELOPMENT: The Physical Science
Department is projected to grow at the same rate as the College. What follows
is the development by discipline.
Architecture:
The replacement of the existing instructor
will need to take place the calendar year 2005-06. An additional instructor
will need to be added to the program with projected growth. Presently, six
adjunct faculty are involved in the program, which is equivalent to 36 hours
per year.
The addition or revision of courses to the program will be revisited
periodically as we articulate with the schools of architecture and Cal Poly SLO
in particular.
Astronomy:
More sections of the beginning astronomy
course will need to be offered. A course focusing on only the solar system will
be developed in the future. It will also fulfill the general education science
requirement. Cooperative-learning strategies will be more extensively deployed
in the on campus and internet sections. The planetarium will be upgraded and
expanded.
Chemistry:
Our planning includes some major upgrades to our aged laboratory equipment, and
the expansion of our curriculum to include a year-long transferable organic
class. External funding sources (notably NSF) are available and will be sought
by the faculty to aid in the purchase of the major equipment necessary for
the organic course. A Fall 2003 poll of students shows a significant need for
organic chemistry, as 47 of 69 responding science majors at BC would take an
organic chemistry course, if offered, and 26 of those need organic before transferring.
A full year sequence in organic chemistry is required for most chemistry/biology/
physics majors transferring to 4-year institutions as well as for those moving
into pre-professional health programs (medical, veterinary and pharmacy schools).
It also complements our plans to update the requirements for the chemistry A.S.
degree.
Lab upgrades include both an overhaul of current equipment and the addition of
modern computing facilities readily available to our students. While there are
a number of computer labs on campus, they are not readily accessible on short
notice nor are they amenable to lab use over a period of days. A number of
stations (est. 12) are desirable for each lab, with up-to-date computers. Some
additional facility upgrades are probable with the addition of the organic
class (hoods in particular).
Engineering:
The engineering program will continue to
grow and additional sections of some engineering courses will need to be
offered. An electric circuits lab will be developed and offered soon. In
addition, a strength of materials course with a lab and a computational course
for engineering using Excel or Matlab will be included in the engineering
curriculum. It is expected that as new computer programming languages are
developed that the existing numerical programming course for engineers will
need to be updated. In the appendix (Appendix A) is a detailed projection of
the growth in the engineering sections by semester for the next 10 years.
There is interest among the engineering faculty to offer some engineering
courses at the Delano campus. Consequently, this may require adaptation of
existing curriculum for the Delano facilities.
Geography-Geology:
More sections of the geography and geology
courses will need to be offered. Currently we have one lab class available for
both subject areas. Recognizing that Monday, Wednesday and Friday mornings are
not suitable lab times because of conflicts with most day lecture classes,
there is only one time slot available for an additional lab: Tuesday night.
Staffing needs are detailed in the next section below.
Physical Science:
Our plan is to increase the teaching staff
and support for Physical Science 11 so that more class sections can be offered
each term.
Physics:
… An endeavor
will be made to update the course objectives and student learning outcomes to
provide the students with more effective physics education at Bakersfield
College.
… The Seven Principles for Good
Practice in Undergraduate Education will also be used to improve physics
instruction at Bakersfield College.
… BC physics faculty needs to attend
the AAPT or TYC21 workshops to update teaching skills and new information about
physics education.
Astronomy:
The over 40-year old planetarium will be
upgraded and expanded beginning mid-December 2004 with completion May 2005. The
current 24-foot dome theater will be expanded to a 36-foot dome theater. A new
star projector will replace the 1950s technology star projector and all-dome
video
will be included in the upgrade plans. The money for the equipment will come
from the congressional earmark that was funneled through FIPSE. Because the
FIPSE money must be used by June 30, 2005, the planetarium expansion must be
moved up in the queue of construction projects that will use Measure G money.
Approximately, $370,000 of the Measure G money allocated to the Math-Science
building will be used to expand the walls and ceiling of the planetarium. The
FIPSE money will be used to purchase and install the equipment inside the
building shell.
One of the primary missions of
a
California community college is "to advance Californiaís economic growth
and
global competitiveness through education, training, and services that
contribute to continuous work force improvement." The United States' economy
is
becoming ever-more dependent on science and technology-based industries and
agriculture. In order to maintain our competitive edge in innovation and
economic influence in the world, our workers and industries will need more
knowledge and skills in science to prosper in the 21st century.
Therefore, the demand for highly-skilled, science-literate workers in our
country is great and will only continue to increase. Local workers will need
to be able to apply more scientific reasoning and concepts where they work and
at
home in the future. In order to compete with other areas of the country, local
workers will need to improve their knowledge of and skills in science and
technology. Of the seven "business clusters" identified in a study by the
Natelson Company for the Kern Economic Development Corporation and the city of
Bakersfield, five (aerospace, chemicals and plastics, high-tech, and to a
lesser extent: textiles/apparel, and value-added agriculture) require college-level
science education. The Natelson report noted that educational levels lag in
Kern County and that especially the high-tech and aerospace business clusters
dictate a need for increased skills in our local workers.
The national study "On the Origins of Scientists and Engineers" by Dietz, Lund, and Rosendhal, found that over 84% of the PhD scientists in the physical sciences and mathematics chose to go into a science or engineering career before going to college (almost a third chose even before high school). Teachers were ranked equivalent to family members or greater in the influence of choice of career area. Teachers in elementary and secondary education are key to developing the passion in the physical sciences and mathematics and to getting children to choose science or other technical careers. However, teachers in our area (particularly, the K-8 teachers) are poorly prepared to teach science in ways that will spark their students. One of the key findings of The Workforce Investment Boardís 2002 State of the Workforce Report is "that if the local economy is to be transformed into an economy which produces a significantly higher per capita income, lower unemployment rates, and a highly-skilled workforce, the general product of our educational system is not suited to meet all these needs."
An expanded and
modernized Planetarium will provide the stimulating shows and exhibits needed
to "light the fire" in the children who visit the Planetarium. Planetariums
and
science centers/natural history museums expand the horizons of children by
showing them possibilities beyond their own limited experience. This is
especially true for those who will become physicists, astronomers, and earth
scientists. A significant fraction of the physicists, astronomers, and earth
scientists in the Dietz, Lund, Rosendhal "Origin of Scientists and Engineers"
study said that planetariums and science centers had a very influential impact
on their choice of careers. Finally, the teacher training programs offered by
the Physical Science department faculty in the future will address the current
deficiencies in teacher training and support in the sciences and mathematics.
In the long run, this will help BC with one of its strategic initiative to
improve student access, retention, and success.
A single full-time faculty teaches all of the astronomy classes currently
offered and is the director of the planetarium, including giving all of the
shows. Additional faculty will need to be hired to meet the projected demand
for more astronomy sections. Additional faculty or classified staff will need
to be hired to help with the expanded planetarium program.
Chemistry:
Based on the areas of development for the
chemistry program detailed in the previous section, we will need the requisite
infrastructure to support workstations in the chemistry labs. This includes
networking and tables. The organic class will necessitate the dedication of
space for a low-field NMR spectrometer and other instrumentation (est. 15x20
ft.) along with power requirements.
Teaching staff will have to be added to accommodate increased load related to
the year-long organic chemistry course, as well as growth in all other classes
served by the department. An estimated 0.6 FTE of chemistry faculty will be
needed to serve the organic chemistry course, and a burgeoning enrollment in
the general chemistry sequence (2 sections of science majors turned away this
semester) necessitates an additional 0.6 FTE. Stockroom staff will have to
replace the part-time student assistants that were removed during budget cuts
to handle the increased work load.
Engineering:
In order to offer supplementary courses
and sections, an additional faculty member minimally qualified for engineering
will need to be hired and subsequent office space provided. A computer and
projector need to be purchased and installed in SE-45, the engineering testing
lab. Some of the testing equipment in this lab will need to be replaced in the
next 50 years, including the Rockwell tester and the metallographic microscope.
When an electrical circuits lab is incorporated into the curriculum, some
relatively inexpensive equipment and supplies will need to be purchased. The
required testing apparatus to equip the strength of materials lab could be
manufactured by the Applied Science and Technology faculty and/or students.
This equipment can be incorporated into the existing engineering testing lab.
Service plans or repair monies should be reserved for equipment maintenance.
Geography-Geology:
For several years, all of our geology and
geography courses have been impacted. To accommodate past and present growth we
have requested additional staff, only to see our repeated requests denied. As a
result we will not be able to provide classes or space for the anticipated growth
of 2.5% in WSCH. To resolve the need and demand for additional courses in
geology and geography, we need to hire more staff. The ideal person would be
qualified to teach both subjects. More desirable, with the upcoming retirement
of one of our instructors, we would like a new full time faculty to teach
geology and a separate new hiree to teach geography.
To achieve a growth in enrollments, we need access to one additional lab
classroom. In addition to the lab space, we would need to furnish this lab with
a complete set of maps, rock and mineral boxes and other supplies.
Equipment: Most of the supplies, materials and equipment we have been using are
relatively low tech and can last for years. The one major piece of new
equipment we would like to see is a new seismograph. Additional desired
equipment included a computers for the lecture room (MS2) and the geology lab
(MS 6); new overhead projectors for the lecture room (MS 2) and the geology lab
(MS 6) and a flatbed scanner for the geology program. Most other items we use
are classified as supplies.
Another consideration is that if we hire someone more recently graduated from
college, there may be new methods, approaches and experiments that require new
and different equipment. To assist us for any future planning, we would require
a reasonable supplies an equipment budget. Our almost non- existent budget
needs to be increased.
Physical Science:
The Bakersfield College Physical Science Department is currently not meeting
demand for Physical Science 11 (General Physical Science) and turns away 1-2
sections worth of potential students each semester and during the summer
session, as well. This demand is expected to increase with increasing
population and increasing enrollment of education majors. CSUB education majors
come to Bakersfield College to take this course. A major upheaval at CSUB
is occurring in Spring 04 that will drastically change their physical science
requirements, and our PHSC 11 (and perhaps other courses in chemistry, physics
and biology) may need to be redesigned to meet that need. Bakersfield
College has voiced a commitment to have seamless transfers, especially for
education majors, and a strong effort must be made to provide the prerequisite
courses for future teachers in Bakersfield.
Physics:
After substantial purchase of physics
equipment in the early 1960s, there were no major equipment purchase for
mechanics, thermal physics, electricity & magnetism, optics, and modern
physics due to the nearly non-existing equipment budget. To modernize the
current obsolete equipment for the physics lab, the physical science department
needs a substantial fund to purchase a number of computer-interfaced equipment
that is available to every student group in the lab at the same time. Some
remodeling of the lab may be required to install such computer aided lab
equipment.
Here is a projected estimate of the engineering sections that are expected to be taught at BC through the next 10 years. This is based in part on the trend in enrollments in these courses over the last 10 years, and in part on the 2.17% projected enrollment growth per year.
|
2003-2004 Fall |
|
|
2003-2004 Spring |
|
|
|
course |
# of sections |
instructor load |
course |
# of sections |
instructor load |
|
Engr B47 |
2 |
0.567 |
Engr B47 |
1 |
0.333 |
|
Engr B36 |
1 |
0.200 |
Engr B24 |
1 |
0.267 |
|
Engr B19f |
1 |
0.200 |
Engr B19c |
1 |
0.200 |
|
Engr B45 |
2 |
0.633 |
Engr B17 |
1 |
0.267 |
|
|
|
total = 1.600 |
|
|
total = 1.067 |
|
|
|
|
|
|
|
|
2004-2005 Fall |
|
|
2004-2005 Spring |
|
|
|
course |
# of sections |
instructor load |
course |
# of sections |
instructor load |
|
Engr B47 |
2 |
0.567 |
Engr B47 |
2 |
0.567 |
|
Engr B36 |
1 |
0.200 |
Engr B24 |
1 |
0.267 |
|
Engr B19f |
1 |
0.200 |
Engr B19c |
1 |
0.200 |
|
Engr B45 |
2 |
0.633 |
Engr B17 |
1 |
0.267 |
|
|
|
|
Engr B17L |
1 |
0.200 |
|
|
|
total = 1.600 |
|
|
total = 1.501 |
|
|
|
|
|
|
|
|
2005-2006 Fall |
|
|
2005-2006 Spring |
|
|
|
course |
# of sections |
instructor load |
course |
# of sections |
instructor load |
|
Engr B47 |
2 |
0.567 |
Engr B47 |
2 |
0.567 |
|
Engr B36 |
1 |
0.200 |
Engr B24 |
1 |
0.267 |
|
Engr B19f |
1 |
0.200 |
Engr B19c |
1 |
0.200 |
|
Engr B45 |
2 |
0.633 |
Engr B17 |
1 |
0.267 |
|
|
|
|
Engr B17L |
1 |
0.200 |
|
|
|
total = 1.600 |
|
|
total = 1.501 |
|
|
|
|
|
|
|
|
2006-2007 Fall |
|
|
2006-2007 Spring |
|
|
|
course |
# of sections |
instructor load |
course |
# of sections |
instructor load |
|
Engr B47 |
2 |
0.567 |
Engr B47 |
2 |
0.567 |
|
Engr B36 |
1 |
0.200 |
Engr B24 |
1 |
0.267 |
|
Engr B19f |
1 |
0.200 |
Engr B19c |
1 |
0.200 |
|
Engr B45 |
2 |
0.633 |
Engr B17 |
1 |
0.267 |
|
|
|
|
Engr B17L |
1 |
0.200 |
|
|
|
total = 1.600 |
|
|
total = 1.501 |
|
|
|
|
|
|
|
|
2007-2008 Fall |
|
|
2007-2008 Spring |
|
|
|
course |
# of sections |
instructor load |
course |
# of sections |
instructor load |
|
Engr B47 |
3 |
0.767 |
Engr B47 |
2 |
0.567 |
|
Engr B36 |
1 |
0.200 |
Engr B24 |
1 |
0.267 |
|
Engr B19f |
1 |
0.200 |
Engr B19c |
1 |
0.200 |
|
Engr B45 |
2 |
0.633 |
Engr B17 |
1 |
0.267 |
|
|
|
|
Engr B17L |
1 |
0.200 |
|
|
|
total = 1.800 |
|
|
total = 1.501 |
|
|
|
|
|
|
|
|
2008-2009 Fall |
|
|
2008-2009 Spring |
|
|
|
course |
# of sections |
instructor load |
course |
# of sections |
instructor load |
|
Engr B47 |
3 |
0.767 |
Engr B47 |
2 |
0.567 |
|
Engr B36 |
1 |
0.200 |
Engr B24 |
1 |
0.267 |
|
Engr B19f |
1 |
0.200 |
Engr B19c |
1 |
0.200 |
|
Engr B45 |
2 |
0.633 |
Engr B17 |
1 |
0.267 |
|
|
|
|
Engr B17L |
1 |
0.200 |
|
|
|
total = 1.800 |
|
|
total = 1.501 |
|
|
|
|
|
|
|
|
2009-2010 Fall |
|
|
2009-2010 Spring |
|
|
|
course |
# of sections |
instructor load |
course |
# of sections |
instructor load |
|
Engr B47 |
3 |
0.767 |
Engr B47 |
2 |
0.567 |
|
Engr B36 |
1 |
0.200 |
Engr B24 |
1 |
0.267 |
|
Engr B19f |
1 |
0.200 |
Engr B19c |
1 |
0.200 |
|
Engr B45 |
2 |
0.633 |
Engr B17 |
1 |
0.267 |
|
|
|
|
Engr B17L |
1 |
0.200 |
|
|
|
total = 1.800 |
|
|
total = 1.501 |
|
|
|
|
|
|
|
|
2010-2011 Fall |
|
|
2010-2011 Spring |
|
|
|
course |
# of sections |
instructor load |
course |
# of sections |
instructor load |
|
Engr B47 |
3 |
0.767 |
Engr B47 |
2 |
0.567 |
|
Engr B36 |
1 |
0.200 |
Engr B24 |
1 |
0.267 |
|
Engr B19f |
1 |
0.200 |
Engr B19c |
1 |
0.200 |
|
Engr B45 |
2 |
0.633 |
Engr B17 |
1 |
0.267 |
|
|
|
|
Engr B17L |
1 |
0.200 |
|
|
|
total = 1.800 |
|
|
total = 1.501 |
|
|
|
|
|
|
|
|
2011-2012 Fall |
|
|
2011-2012 Spring |
|
|
|
course |
# of sections |
instructor load |
course |
# of sections |
instructor load |
|
Engr B47 |
3 |
0.767 |
Engr B47 |
2 |
0.567 |
|
Engr B36 |
2 |
0.400 |
Engr B24 |
1 |
0.267 |
|
Engr B19f |
1 |
0.200 |
Engr B19c |
1 |
0.200 |
|
Engr B45 |
2 |
0.633 |
Engr B17 |
1 |
0.267 |
|
|
|
|
Engr B17L |
1 |
0.200 |
|
|
|
total = 2.000 |
|
|
total = 1.501 |
|
|
|
|
|
|
|
|
2012-2013 Fall |
|
|
2012-2013 Spring |
|
|
|
course |
# of sections |
instructor load |
course |
# of sections |
instructor load |
|
Engr B47 |
3 |
0.767 |
Engr B47 |
2 |
0.567 |
|
Engr B36 |
2 |
0.400 |
Engr B24 |
1 |
0.267 |
|
Engr B19f |
1 |
0.200 |
Engr B19c |
1 |
0.200 |
|
Engr B45 |
2 |
0.633 |
Engr B17 |
1 |
0.267 |
|
|
|
|
Engr B17L |
1 |
0.200 |
|
|
|
total = 2.000 |
|
|
total = 1.501 |
|
|
|
|
|
|
|
|
2013-2014 Fall |
|
|
2013-2014 Spring |
|
|
|
course |
# of sections |
instructor load |
course |
# of sections |
instructor load |
|
Engr B47 |
3 |
0.767 |
Engr B47 |
1 |
0.567 |
|
Engr B36 |
2 |
0.400 |
Engr B24 |
1 |
0.267 |
|
Engr B19f |
1 |
0.200 |
Engr B19c |
1 |
0.200 |
|
Engr B45 |
2 |
0.633 |
Engr B17 |
1 |
0.267 |
|
|
|
|
Engr B17L |
1 |
0.200 |
|
|
|
total = 2.000 |
|
|
total = 1.501 |
|
|
|
|
|
|
|
Link to MS Word format version
Last update: 17 February 2004
Document editor: Nick Strobel