A P R I P R O U N D 1 O V E R V I E W
June 15, 2015THIS SECTION PROVIDES THE READER WITH THE RESULTS OF THE INITIAL REVIEW OF ALL APRIP TEAM REPORTS. ONE OF THE APRIP TEAM REPORTS FOLLOWS THIS SECTION.
The purpose of this report is to provide a high-level overview of Round 1 of the UMS Program Integration portion of the Academic Portfolio Review and Integration Process (APRIP). Nine discipline-based teams met from January-May, 2015 to discuss strategies to increase quality, access, and fiscal sustainability through inter-institutional collaboration. Teams represented business, criminal justice, education, engineering, history, languages, marine science, nursing, and recreation/tourism. Each provided a detailed report containing recommendations for further development.
On June 11, the Chief Academic Officers reviewed all nine team reports and determined which action items would be pursued at this time. They presented and discussed their recommendations with the APRIP Oversight Committee on June 12. They especially noted the following:
1. The team reports represent extraordinary levels of time, thought, and effort on the part of over 100 individuals. The teams were working under very difficult conditions, both in terms of time available and because so many of the factors required to implement One University were and remain undecided. CAOs and the Oversight Committee are deeply grateful to these academic pioneers for their good work. 2. The CAOs are recommending follow-up on many but not all of the team recommendations, based on a
variety of factors. They will return to the reports in the future as the system is able to lay more groundwork for additional action steps.
3. The CAOs will assign follow-up responsibility for recommended actions to individuals or groups that have the appropriate responsibility and authority to bring them to life – in most cases to administrators or official groups. Team input will continue to have value as needed, but they have fulfilled the responsibilities
requested of them.
ACTION ITEMS FOR INITIAL IMPLEMENTATION
1. Business
a. Support the development of a single MBA for UMaine and USM. Increase recruitment efforts and expand
pipelines into that MBA from business programs at the other five campuses. Develop opportunities for students in undergraduate majors other than business, as well, to move into this MBA.
b. Further develop a vision and plan for the business programs at the five smaller campuses. This plan should further integrate, with intentionality, these programs to support them with more efficient operations, while also encouraging campus differentiation where appropriate.
. Criminal Justice and Criminology
c. Pursue ACJS certification / accreditation of the common associate’s degree. 3. Education
a. Re-institute System-wide Education Deans’ and Directors’ meetings to coordinate the work already being done across the System, and to explore, plan, and implement other collaborative efforts going forward.
b. Continue work on the common Master of Education in Instructional Technology currently in development between UMaine, USM, and UMF.
c. Continue work on the 3+2 program in Rehabilitation and Counselor Education currently in development between USM and UMF, and the suspension of UM’s Counselor Education program.
d. Collaboratively deliver secondary education methods courses for all secondary candidates across the System. e. Build pathways from all seven campuses into graduate work in Education.
f. Collaborate on course / program delivery across the seven campuses using the cohort model to the greatest extent possible, to achieve the greatest possible access and efficiency.
4. Engineering
a. Develop a uniform curriculum for students in their first two years of mechanical engineering and electrical
engineering. Courses will be primarily delivered on site, but will be fully transferable to facilitate student transfer between UM and USM.
b. Move a selection of upper-level courses toward more online pedagogy to facilitate sharing those courses between the two campuses.
c. Establish curricular committees in mechanical engineering and electrical engineering to meet each semester to ensure that first-two year curricula remain aligned and to ensure that the coordination is operating effectively and efficiently.
d. Develop curricula at the five smaller campuses to allow those students, after one or two years, to transfer into the engineering programs at UM and/or USM.
e. Develop uniform course numbering in the core areas—mathematics, physics, and chemistry—to facilitate transfer and ensure consistency.
5. History
a. Develop a stronger pathway from the various undergraduate programs into the graduate program at UMaine, and invite all UMS history faculty to apply for admission into UMaine’s graduate faculty.
b. Explore the possibility of merging the four current undergraduate programs into a single program that would be available on all seven campuses, in order to sustain and build the availability of history curriculum. Encourage differentiation in areas of expertise at various campuses, to further build the diversity of history education. 6. Languages
a. Continue the existing French and Spanish degree programs, with access at all seven campuses, initially with a focus on language acquisition.
b. Expand language acquisition opportunities in other languages such as Japanese, Chinese, and Arabic. For example, Chinese could be offered through USM’s Confucius Institute.
c. Continue the M.A. in Applied Teaching in French and Spanish.
d. Coordinate and integrate all UMS study abroad offices to expand and support study abroad on all seven campuses.
7. Marine Sciences
a. Develop joint, blended, team-taught, etc. courses in a variety of ways, such as distance courses with field-based components. Take advantage of short course opportunities, such as one day per week, summers, weekends, etc. that allow rich use of off-site facilities.
b. Articulate the curricula, particularly with learning outcomes at upper levels, to facilitate students moving from undergraduate into graduate programs.
c. Explore further opportunities to collaborate on use of facilities, both on campus and off site.
d. Develop a 4+1 Professional Science master’s degree, with dual 400/500 level courses as appropriate. e. Develop a common Web presence, particularly for purposes of marketing and student recruitment. 8. Nursing
a. Develop a plan for the full alignment of nursing curriculum within the UMS, including a detailed articulation of the challenges and a plan for addressing them.
b. Given the critical importance of expanding nursing programs to meet the current and future needs of Maine, consult with appropriate external group(s) to help us better understand the challenges and identify strategies for expanding our capacity, particularly in clinical placements. Also explore strategies currently being used at nursing programs in other rural states.
c. Develop a report on the current nursing education partnership between UMA and UMFK. Include an analysis of the challenges and successes experienced in this collaboration thus far, as well as suggestions for improvements. This report should be delivered to the UMS CAOs for their review by the end of the fall 2015 semester.
9. Recreation and Tourism
a. Strengthen communication across the campuses with the development of a central Web site, designed to serve students and faculty, but also to serve as a marketing and student recruitment tool.
b. Seek opportunities for semester-long “residencies,” to allow students at any campus to take full advantage of the differentiated areas of expertise and opportunity at other campuses.
c. Further expand the range of short courses available, taking advantage of the range of specializations already available on the various campuses. Consider a full range of possibilities—summers, weekends, January and May terms, semester breaks, etc.
d. Develop pathways to take further advantage of articulated 4+1 opportunities for student progression into graduate work.
e. Consider the development of hybrid team-taught courses, employing “point persons” in the field to work with the primary on site (or online) instructor.
Essential Next Steps
The APRIP Teams were engaged in high-level planning. All of the disciplines require additional work to bring the recommendations to reality, some more than others. The existing teams or successor designees must do some
additional planning, and most will need funding. Leaders and professional staff must do considerable work to enable the plans to become reality. This work will be costly and requires a capital budget. External funding would significantly advance the time frame for implementation.
In a May 2015 meeting, Team Leaders recommended that UMS support their recommendations as follows: 1. Build capacity for extensive distance-delivery and blended instruction, including
a. Significant increases in interactive video instructional sites that are absolutely reliable and faculty-friendly.
b. Significant increases in faculty professional and instructional development capacity (time, access to expertise and resources), ease of access, and expectations.
c. Common academic calendar system-wide
d. System-wide academic information system for course planning, advising, program marketing e. System-wide marketing
2. Establish capacities and systems for students to enroll simultaneously in multiple institutions – capacities that are seamless and impact-neutral for students, faculty, and institutions.
a. Students: Advising, registration, tuition rates, fees, billing, payment, reliable planning for transfer, financial aid, grade transfer, online comprehensive catalog and pathways, etc.
b. Faculty: Workload and P&T recognition
c. Institutions: Revenues and enrollment credit, non-competitive funding model
Additional Achievements, Round 1:
Emerging culture: help each other better serve students, whether on the giving or receiving end; inter-institutional respect for faculty expertise; expanded professional colleagueship
Transferability enhancements, certificate and associate programs
Increased awareness of benefits from greater comparability/standardization of general education
Extraordinary voluntary service to UMS despite heavy workloads, contrary administrative systems, fear, and sometimes-difficult interpersonal issues
APRIP Sub-team Report to UMS CAOs
May 2015
Marine Sciences
Executive Summary
The APRIP Marine Sciences sub‐team discussed the value of marine science education to students in the University of Maine System, recognized the vibrant and successful programs in marine sciences (UM School of Marine Sciences, UM‐SMS) and marine biology (UM Machias, UMM), summarized the facilities available for marine science education within the UM System, and identified potential areas for collaboration in marine science education at both the graduate and undergraduate level. Because of the short time frame for the review process, the suggestions in this report have not benefitted from review by the faculties at the institutions represented by the committee members. We strongly recommend that those faculties be consulted before any implementation of the suggestions we provide. The majority of our recommendations will require financial investment to strengthen the opportunities for students studying marine science across the UMS. We do not have the data required to determine whether the investments would result in financial gains over time (in terms of greater numbers of students enrolled in the programs), but we believe that strategic investments can have positive impacts on student growth and development and on the UMS. Why Invest in Marine Science? 1. Marine Science attracts students Just as the ocean draws millions of visitors to the coast of Maine, Marine Sciences and Marine Biology undergraduate programs draw students to the University of Maine System. Enrollments are growing and many students are from out‐of‐state. 2. Marine Science education enhances Ocean‐ and STEM‐literacy The average U.S. citizen has a 6th grade level of understanding about local marine and oceanic systems. Maine students need to acquire literacy in ocean systems given the state’s significant coastline and the key role the Gulf of Maine plays in the state’s economy. At the same time, comprehensive curricula in marine science provide students with the knowledge, skills and abilities (KSAs) related to research, scientific inquiry, data analysis, problem solving, evidence‐based analysis and communication that are central to STEM literacy. 3. Marine Science prepares graduates for STEM workforce A recent survey of 103 UM‐SMS graduates showed greater than 90% of students were employed and over 75% of those students were employed in a marine‐related job.4. Rich in Existing Capacity The UMS is well positioned to grow Marine Science programs and capitalize on existing successes. A signature area of the University of Maine, UM‐SMS is a center of excellence in research and education related to the ocean, including strengths in marine organismal, population and ecosystem biology; oceanography, physical and biogeochemical marine sciences; aquaculture, fisheries and marine policy. It is nationally recognized for rigorous, student‐centered undergraduate & graduate education. The Darling Marine Center provides excellent education & research facilities on the midcoast. The Marine Biology program at UMM integrates place‐based marine research, training, and education. UMM is the only institution of higher learning in Downeast Maine with the location and infrastructure to expand coastal research, training, and education capacity in topic areas most relevant to Downeast Maine. University of Southern Maine (USM), University of Maine Farmington (UMF) and University of Maine Augusta (UMA), do not offer marine science majors, but provide specific marine‐related courses to students in other majors, and demand for these courses is growing. USM is well‐placed with campuses on or very near Casco Bay. Summary of Recommendations We recommend the following to take advantage of Maine’s access to the coast and substantial expertise in marine sciences: 1) Semester‐long undergraduate courses that blend online convenience and diverse marine science expertise and resources with intensive person‐to‐person, research‐driven field instruction during semester breaks or summer breaks. 2) Further development of a Professional Science Masters in Marine Science “4+1” program (UM‐SMS) that would be accessible to students at UMM, and, potentially further down the road, at other UMS campuses. 3) Improved support for non‐UM faculty participating in UM‐SMS graduate programs, and for students pursuing graduate degrees in UM‐SMS who are based at other campuses/sites with their advisors. 4) Continuing dialog and cooperation between the faculty involved in marine‐focused programs at UM‐SMS and UMM, and among faculty teaching marine‐oriented courses at other UMS campuses (particularly UMF and USM). 5) Initiating (or continuing) dialog and cooperation with other Maine institutions, including SMCC, MMA, GMRI, BLOS, etc., through a Marine Science Education Summit. This would encompass education at both undergraduate and graduate levels.
Sub-Team Members Name, Institution and Title
Brian Beal, UMM, Professor of Marine Ecology William Ellis, UM‐SMS, Associate Director of the School of Marine Sciences and Associate Professor of Oceanography Sara Lindsay, UM‐SMS, Associate Professor of Marine Science Jeremy Nettleton, UMM, Assistant Professor of Marine Biology Noah Oppenheim, UM‐SMS, Graduate Student Mary Jane Perry, UM‐SMS, Interim Director of the Darling Marine Center, Professor of Marine Sciences and Oceanography Nancy Prentiss, UMF, Lecturer III of Biology David Townsend, UM‐SMS, Professor of Oceanography Rebecca Van Beneden, UM‐SMS, Associate Director of the School of Marine Sciences, Professor, Biochemistry, Microbiology, and Molecular Biology, and Professor of Marine Sciences Karen Wilson (Chair), USM, Associate Research Professor of Environmental Science and Policy Alternates: William Otto, UMM, Travis Ouhl, UMMIntroduction
The Marine Science Sub‐Team met once in person, exchanged lots of emails and met several times on conference calls. In general all parties feel that Marine Science programs in the UMS (i.e., UMM and UM‐SMS) are vibrant and successful programs that provide excellent opportunities for students who seek different “flavors” and experiences related to marine sciences, and should remain in place. For example, UMM is a small liberal arts college campus, while UM‐SMS is site on a large research university campus. That said, there are ample opportunities for collaboration and changes within the UMS that will improve these experiences and provide access to Marine Science courses for all UMS students, leveraging the success of these programs to draw students to Marine Sciences and the UMS.Why Invest in Marine Science? Marine Science attracts students Just as the ocean draws millions of visitors to the coast of Maine, Marine Sciences and Marine Biology undergraduate programs draw students to the University of Maine System. Enrollment in the UM‐SMS undergraduate program is growing exponentially, and many of the students are from out‐of‐state. The Marine Biology major at UMM consistently draws as many or more applications than any other degree program offered at UMM. Marine‐related courses at UMF, USM and UMA provide important elective courses for students majoring in biological sciences, environmental studies, and for non‐majors. Graduate education in marine biology, marine policy and oceanography at UM‐SMS is highly integrated and multidisciplinary, and maintains significant enrollments. Marine Science education enhances Ocean‐ and STEM‐literacy The average U.S. citizen has a 6th grade level of understanding about local marine and oceanic systems, which drive global climates and provide world foods and other resources (Ocean Literacy, 2015, http://oceanliteracy.wp2.coexploration.org/ocean‐learning‐research/). It is critical for Maine students to acquire literacy in ocean systems, given the state’s significant coastline and the key role the Gulf of Maine plays in the state’s economy. However, the K‐12 public school academic curriculum focuses very little on marine systems and global ocean processes; these topics are typically left to post‐secondary education. By offering traditional and experiential marine biology and oceanography courses, the University of Maine System provides students with opportunities for critical learning connected across many scientific disciplines. Comprehensive curricula in marine science provide students with the knowledge, skills and abilities (KSAs) related to research, scientific inquiry, data analysis, problem solving, evidence‐based analysis and communication that are central to STEM Literacy. These KSAs enable students to participate in the creation of new knowledge and to be successful in the workforce (Appendix 1). Marine Science prepares graduates for STEM workforce A recent survey of UM‐SMS undergraduate marine science graduates (Appendix 2) shows the overall demand for marine degrees nationally, both in terms of employment and placement into graduate school. The UM‐SMS reached out to 250 alumni and received
responses from 103 graduates. Based on responses to the survey, greater than 90% of students were employed and over 75% of those students were employed in a marine‐related job. Job placement included the following sectors: Federal Government, State and Local Government, Higher Education, K‐12 Education, Private (For‐profit and Non‐profit), Outreach Education, and a few Other. In addition, 50% of UM‐SMS graduates have completed, or are enrolled in, a graduate degree program. Appendix 2 includes a list of graduate programs attended. Interestingly, 71% of the graduates indicated that the field‐intensive Semester‐by‐the‐Sea program was instrumental in their career preparation. Although this data is specific to UM‐SMS, we believe these results illustrate the demand for marine science degrees nationally.
Summary of Existing Programs
a. University of Maine School of Marine Science (UM-SMS)
Marine Sciences is a Signature Area of the University of Maine, and the UM‐SMS is the only UM unit to have signature programs in both education and research (Marine Research Solutions). Signature Areas are those in which “UMaine has achieved national and international distinction” (Provost Hecker, http://umaine.edu/areas/overview‐and‐history/). The Marine Research Solutions signature area is led by SMS and involves about 60 faculty from more than 10 units on campus. These signature programs have several goals: to improve understanding of the physical, biological and socioeconomic processes that shape the ocean; to be a reliable, deeply engaged partner with policy makers, fisheries stakeholders, marine industries and coastal communities, helping to develop solutions for the broad array of issues associated with Maine's marine resources; and to provide high‐quality, interdisciplinary undergraduate and graduate education, outreach and research for the Gulf of Maine. History The School of Marine Sciences at the University of Maine was formed on July 1, 1996, following the publication of a planning report: Recommendation for a University of Maine School of Marine Sciences, University of Maine Marine Sciences Task Force, May 31, 1995. Faculty in the School initially included those from the former Department of Oceanography, which formally dissolved as an academic department upon formation of the School. The School’s first director, the late Dr. Bruce D. Sidell, was selected following an internal University of Maine search, and was appointed to a five‐year term. Dr. Sidell was free to “recruit” faculty from other academic units, ultimately resulting in the current and recent faculty composition. The School has been led by four directors: Dr. Sidell served five years, from July 1, 1996 to June 30, 2001. On July 1, 2001, Dr. David Townsend became director, serving six years, and in 2007, Dr. Peter Jumars took over as director, serving five years (July 1, 2007–June 30, 2012). Dr. Fei Chai has served as director since July 1, 2012. In 2003, the main administrative offices of the School, the classroom/conference room with video conferencing capabilities, and the offices and laboratories of two faculty, moved from Libby Hall to newly renovated facilities in Aubert Hall. Five more faculty followed in 2005. In 2007, SMS renovated two small teaching laboratories (capacities of 16 and 12 students, respectively) and support space (cold room, prep room, storage area) on the 4th floor of Aubert Hall.
Today, UM‐SMS faculty are located in several buildings across campus, including Aubert Hall, Libby Hall, Murray Hall, Hitchner Hall, Rogers Hall, and Deering Hall. Faculty are also housed in several smaller buildings at the south end of campus. The University of Maine’s marine laboratory, the Ira C. Darling Marine Center (DMC) in Walpole, Maine, serves as the academic home to several UM‐SMS faculty who maintain their offices and laboratories there. Most of their teaching happens on the Orono campus; exceptions include the UM‐SMS undergraduate program Semester‐By‐The‐Sea (http://dmc.umaine.edu/education/semester‐ by‐the‐sea/), and various Summer University classes taught by both DMC and Orono faculty. Two UM‐SMS faculty have been based at The Gulf of Maine Research Institute (GMRI) in Portland since 2006, although one recently transitioned to become the Chief Scientific Officer of GMRI. Beginning the fall semester of 1997, the School began offering an undergraduate degree program in Marine Science, with concentrations in Marine Biology, and Physical Marine Sciences. Shortly thereafter, responsibility for the extant interdepartmental graduate program in Marine Bio‐Resources (M.S. and Ph.D.) was assigned to the School, as was the B.S. degree program in Aquaculture. The Aquaculture degree program has since been dissolved because of low enrollment, and replaced with a Marine Aquaculture concentration within the Marine Science Major. The undergraduate program culminates in a "capstone" project designed individually as a unique research experience for each student, in concert with a designated faculty mentor.The M.S. and Ph.D. programs in Oceanography, formerly in the Oceanography Department, continued to be offered, and new M.S. and Ph.D. degree programs were created in Marine Biology. An M.S. degree program in Marine Policy was created, as well as a Dual Degree Program in Marine Biology (or Oceanography) and Marine Policy. A new Professional Science Masters program has just been developed. Students and courses taught Since the UM‐SMS created the undergraduate marine science degree in 1997, enrollments have been increasing steadily (Figure 1), while the number of graduate students has increased gradually throughout that period. In the last 10 years undergraduate enrollment has doubled from 100 to over 200 students. This fall (2015) UM‐SMS will welcome the largest incoming class ever of 76 students at UM‐SMS. This class will push total enrollment to over 260 total undergraduate students. The student profile is greater than 60% female and 85% of students come from out‐of‐state, indicating that Maine is a highly regarded location to pursue marine science across the country. Our APRIP team believes this growth reflects a national trend in interest in the ocean and the role it plays in global climate change. The Marine Sciences curriculum includes nearly 50 undergraduate courses (100‐ to 400‐ level), including several that fulfill General Education requirements for non‐majors, and 31 graduate courses (500‐level and higher) (Appendix 3). Faculty in the UM‐SMS There are currently 32 faculty in the School (Appendix 4).
Figure 1. Numbers of undergraduate and graduate (M.S. and Ph.D.) students enrolled in the School of Marine Sciences, as well as external funding, by year. The break in the trend line for undergraduate enrollment indicates the first year of a revised undergraduate curriculum (2003). Research productivity While there are many measures of research productivity of faculty at colleges and universities, extramural grant funding levels are most commonly used. The UM‐ SMS averages $7.2 million per year in research funding, which is 17% of the University total, and UM‐SMS faculty generate 22% of the total indirect funding to UMaine (Table 1). The diversity and abundance of research at UM‐SMS as a whole gives both undergraduate and graduate students a wealth of opportunities to conduct research and experience research in progress. It is also important to note that most graduate students are supported (tuition and stipend) by grants, and that these same grants employ undergraduates students as well.
b. University of Maine at Machias – Marine Biology (UMM) History The Marine Biology program at UMM was proposed in 1999 and initiated in 2000 to meet growing interest in marine science by students and the community. UMM offered courses in marine biology and marine ecology for more than 20 years as part of marine‐related Table 1. University of Maine and SMS external funding totals ($ millions) over the past five years, 2008 to 2015, broken out as total award dollars and indirect costs (IDC) dollars. Univ. Maine Total SMS SMS as % of UM
FY Awards IDC Awards IDC Awards IDC 2008 $29.970 $6.442 $6.407 $1.308 21.4% 20.3% 2009 $35.640 $4.124 $6.052 $1.507 17.0% 36.5% 2010 $63.210 $9.247 $9.950 $2.030 15.7% 22.0% 2011 $46.120 $8.032 $11.042 $2.027 23.9% 25.2% 2012 $38.900 $5.850 $6.284 $1.309 16.2% 22.4% 2013 $41.704 $7.590 $5.688 $1.177 13.6% 15.5% 2014 $58.915 $9.420 $7.035 $1.517 11.9% 16.1% 2015 $52.901 $7.086 $10.365 $1.971 19.6% 27.8% Ave $45.920 $7.224 $7.853 $1.606 17.1% 22.2%
concentrations in the B.A. Program in Biology and the B.S. Program in Environmental Studies. Members of the Environmental and Biological Sciences Division (EBSCI) proposed the Marine Biology degree program to meet several specific and timely needs of the University, the Division, and the community. These were to: 1) Expand and enhance UMM services to the local community; 2) Diversify and strengthen undergraduate opportunities on campus; 3) Attract and retain more students; and, 4) importantly for this discussion, produce graduates well‐prepared to enter graduate school or science‐based public or private industries in fishing or aquaculture. UMM is well‐suited to meet these needs by providing a Marine Biology program that integrates place‐based marine research, training, and education. UMM is the only institution of higher learning in Downeast Maine with the location and infrastructure to expand coastal research, training, and education capacity in topic areas most relevant to the region. The Marine Biology program helps attract and retain students at UMM: the Marine Biology program continues to receive among the most applications than any other degree program offered at UMM. In addition, the program ranks among the highest number of confirmed, incoming students of any degree program each year. Finally, the local and regional community has a vested interest in outputs from marine‐based research, education and training afforded by a Marine Biology degree program. The number of undergraduates in the UMM Marine Biology program have fluctuated over the years, from a high of 91 in 2008, to a low of 47 in 2013. Currently three faculty teach in the program (Appendix 4).
c. Marine Science emphasis or related courses/interest at other UMS campuses
University of Southern Maine (USM)
USM represents the UMS’s gateway to the state, and, with collaboration with UMS, could serve as a gateway to Marine Sciences. USM’s Portland campus is within a five‐minute walk from Casco Bay, and its Gorham campus sits squarely in the downstream portion of the rapidly urbanizing Casco Bay watershed. As such it represents the southern terminus of the UMS, and attracts many students who want to live on the coast of Maine in a small vibrant city. USM also attracts a large number of non‐traditional students, many of whom are established Maine citizens with a long‐term investment in the state and the immediate need for viable skills. USM does not have an undergraduate or graduate program in marine sciences, but offers several marine‐themed courses in several departments. For many years, the Department of Biology has offered introductory marine biology to non‐majors (BIO 104/104), and marine ecology (BIO 337) for majors. Estuarine Ecology is offered at the graduate level (BIO 511) (Appendix 3). Because of USM’s vicinity to Casco Bay, courses such as Invertebrate zoology are often taught with a marine focus. Until recently, Biology had two faculty focused on marine areas for their research (Dr. Mike Mazurkiewicz, retiring 2015, and Dr. Lou Gainey, deceased) and other faculty work in the marine realm, including Dr. Lisa Moore (marine microbial ecology and physiology), and Dr. Theresa Theodose (salt marsh plant ecology). The Department of Biology has a small general Masters of Biology program: of 45 MS theses granted to date, 18 have had some marine or estuarine component (40%). Other Departments with courses with a marine focus include Environmental Science and Policy (Wetlands Ecology, Water Quality, Special Topics courses, and closely related Limnology), and Geological Sciences (Ocean Planet, for non‐majors).
University of Maine at Farmington (UMF) Like USM, UMF does not have a marine science program, but does have the opportunity to reach many of its undergraduate students through its lab‐based Natural Sciences requirements which is required for all UMF undergraduates. As a result, the BIO 110 Marine Biology and INT Tropical Island Ecology courses (Appendix 3) service about 13% of all education majors per year. BIO 110 Marine Biology for non‐majors is taught every semester, reaching 80‐ 100 students per year since fall of 2005. The course has a lab with field component. INT 221/BIO 321/ENV 321 Tropical Island Ecology for non‐majors, Biology majors and Environmental Science majors is taught annually during May Term since 2006. Most years, the course is filled to capacity (16 students per trip). The course is co‐taught by two faculty members.
University of Maine at Augusta (UMA)
UMA offers two courses in marine sciences: SCI 210 Introduction to Marine Science, 4 credits, with a lab, and BIO 220, Marine Biology, 3 credits, which is a non‐lab course that is taught both online and in a traditional classroom (Appendix 3). While we did not connect with anyone from the Augusta campus during our deliberations this spring, we look forward to collaborating with their faculty in future. That UMA also has introductory Marine Science courses reinforces our point that marine science courses appeal to many students across the UMS.
d. Physical facilities available to UMS students studying marine science
Darling Marine Center (UM-SMS)
The Center is located on the Damariscotta River Estuary, approximately 11 km from the open Gulf of Maine, which is readily accessible by small research vessels in ~ 25 min. The Center is located in the small village of Walpole: a 2.25 h drive from the UMaine’s Orono campus, a 1.25 h drive from Portland, and a 3.3 h drive from UMM. The Center was founded in 1966 when Mr. Ira C. Darling, a retired Chicago insurance executive, donated his 127 acre farm to the University of Maine to establish a marine center. A resident Director was hired in 1966, and the farm evolved gradually into a modern research facility under a succession of Directors: David Dean (1966–1985), Les Watling (1985–1991), Kevin Eckelbarger (1991–2013), and Mary Jane Perry (2013–2015). In 1974, an adjacent 22 acre waterfront property and home were donated, and in 1996 the University purchased an additional 20 acres of adjacent land. The Center now comprises ~170 acre of largely wooded property bordering over a mile of pristine water frontage (43˚56’N, 69˚35’W). Please see Appendix 5 for a list of Facilities and Field Access.
University of Maine at Machias – Marine Field Station infrastructure
The UMM Marine Field Station (MFS) is located on Black Duck Cove on Great Wass Island in the town of Beals. It is on an 11‐acre rocky peninsula that overlooks Western Bay with 2,500 feet of shore frontage. The MFS is owned by a non‐profit corporation, the Downeast Institute for Applied Marine Research & Education (DEI), that has a Memorandum of Agreement with UMM allowing faculty, staff, and students to use DEI’s facilities as their MFS. UMM faculty and students routinely use the DEI facilities for research and teaching. To date, no University of Maine System funds (from bonds or from E & G budgets) have been used to create
the existing infrastructure. Please see Appendix 6 for a list of Facilities and future plans for this facility.
Existing and future collaborations among marine science institutions Educational Collaborations To date, relatively few undergraduate students have transferred between UM campuses to pursue marine science or marine biology majors at UM‐SMS and UMM to our knowledge. Although students at all system campuses can take classes at other campuses, relatively few undergraduates do, and those who do often take advantage of specific summer courses (e.g. a student from UMF took SMS 514 Ecology of Marine Sediments to complete his ecology requirement for graduation). In contrast to undergraduates, graduate student participation in courses at UM‐SMS from remote locations is more common (e.g., students based at the Downeast Institute, the GMRI, Maine Department of Marine Resources (DMR), and USM). For example, two USM Biology masters students took Oceanography and Natural History of the Gulf of Maine (SMS‐ 544) via Polycom in the Spring 2015 Semester, and it is common for UM‐SMS graduate students based at DMC and GMRI to take courses via polycom with faculty based in Orono. Faculty collaborations Faculty do sometimes cross institutional boundaries: Dr. Brian Beal (UMM) is on the graduate faculty of the UM‐SMS and two UM‐SMS faculty have had joint appointments with GMRI in Portland. The newest NSF EPSCoR project, SEANET, involves many marine science faculty from around the state including UM‐SMS and other units, UMM, and USM, as well as other Maine institutions such as University of New England and Southern Maine Community College (SMCC). The potential for other obvious collaborations exist in the state, within both state‐ funded and private institutions. Obvious partners include SMCC, which has a 2‐year Associates Degree in Marine Sciences, Maine Maritime Academy (MMA) which has a number of marine science and technology programs, and the Bigelow Laboratory for Ocean Sciences (BLOS). The importance of person-to-person learning and field research/teaching in the Marine Sciences
In our exploration and discussions of how each of our campuses can work together on curricula in the marine sciences, we focused on the opportunities for hands‐on learning at our field stations. The marine sciences are field‐based sciences, whether the work includes oceanographic surveys, nearshore boat‐work or beach‐seining and hand collections in estuaries and salt marshes, and the preponderance of laboratories in our courses reflect this (Appendix 3). A reoccurring theme at the APRIP Marine Science meetings was the need to provide person‐ to‐person learning opportunities in the lab and the field, and the opportunity to conduct research in the field. The Marine Sciences groups have a somewhat unique opportunity presented by miles of Maine coastline, and top rate facilities at the DMC and UMM, as well as easy access to coastal sites in southern Maine (USM). It is often the field‐based nature of the marine sciences that draws students, and it is certainly the field‐based nature of the marine
sciences that captivates students, increasing retention and providing substantive, life‐ changing/life long experiences. Field experiences are something Maine has to offer that stands above other New England states – easy, existing access to ocean, nearshore and estuarine (as well as connected freshwater and terrestrial) habitats that are far more clean and intact (although in no way pristine) than other shorefront on the East Coast. Who wouldn’t want to study marine sciences in Maine, land of the lobster, the iconic fisherman, lighthouses and rocky coasts? With our existing infrastructure at the DMC and UMM, and possible connections to the southern coast through USM, the UMS is poised to market the whole state of Maine as an outdoor, living laboratory. These experiences can be offered at a relatively inexpensive rate; for example, residency at the DMC for the Semester by the Sea class costs the same as UMaine campus room and board for one semester: $2,502 room (per person, double occupancy) with a $2,286 meal plan (2015). For summer courses the charge is $310/week for room and board (2014), and summer interns can rent a room without a meal plan for $475/month including kitchen use. Summary of Recommendations We recommend the following to take advantage of Maine’s access to the coast and substantial expertise in marine sciences: 1. Semester‐long undergraduate courses that blend online convenience and diverse marine science expertise and resources with intensive person‐to‐person, research‐driven field instruction during semester or summer breaks. 2. Further development of a Professional Science Masters in Marine Science 4+1 program (UM‐SMS) that would be accessible to students at UMM, and, potentially further down the road, at other UMS campuses. 3. Improved support for non‐UM faculty participating in UM‐SMS graduate programs, and for students pursuing graduate degrees in UM‐SMS who are based at other campuses/sites with their advisors. 4. Continuing dialog and cooperation among faculty involved in marine‐focused programs at UM‐SMS and UMM, and faculty teaching marine‐oriented courses at other UMS campuses. 5. Initiating (or continuing) dialog and cooperation with other Maine institutions, including SMCC, MMA, GMRI, BLOS, etc., through a Marine Science Education Summit which would encompass education at both undergraduate and graduate levels.
Specific Recommendations
1. Undergraduate ProgramsField-intensive courses, blended with online content Recommendation and Opportunities
This course (or courses) is envisioned as:
A blended course with interactive, purpose‐designed web‐based online content, and short, intensive in‐person field and research component(s).
An opportunity for students to interact with marine science faculty with a diversity of talents, expertise and research interests from multiple campuses. An opportunity to showcase research and educational opportunities in marine science in the state of Maine. An opportunity for non‐traditional students to fit laboratory/field‐based courses into their (busy) schedules. Field Component Although a web‐based course has the advantage of reaching students on all seven campuses (or from out of state), the Team felt strongly that a field –based component was critical for a course such as this, for a number of reasons: hands‐on, face‐to‐face instruction in which students actually get wet, handle organisms, conduct experiments and make discoveries instills passion and excitement, increases student retention, and allows the student to train their eye to observe the marine environment. Finally, Maine students have access to two well‐ equipped marine field stations (see section above detailing facilities at DMC and UMM) that allow the type of learning and discovery that cannot happen on short lab‐period field trips. Use of these facilities during non‐peak times (fall, winter or spring breaks) is financially beneficial. We acknowledge that the field‐based component poses a challenge for non‐traditional, working or distance students. To accommodate these students, we propose (1) short intensive residential field components (January Break, Spring Break, May Term, Summer University), (2) the possibility of one‐day a week field components for commuters, or (3) the field component offered as an optional part of the course. In addition, the online aspect of the course allows working students time to do both, and to condense three‐hour labs each week into one multi‐ day field intensive laboratory. Potential course topics Roving Aquaculture – This course would be primarily online, but field trip(s) could visit aquaculture facilities throughout the state at any time of the year (zebra fish at U Maine, shellfish at DMC, commercial operations). This would be timely given the current EPSCOR project that includes the involvement of many marine science faculty throughout the state (SEANET – Sustainable Ecological Aquaculture Network; http://umaine.edu/epscor/maine‐ epscor‐programs/seanet/). Mountains to the Sea – Marine sciences courses are taught at four of seven campuses in the UMS, spanning not only distinct biomes on the coast of Maine (Portland to Machias), but also well inland to Farmington and the land of lakes and forests. In the Team’s discussion, several members mentioned that it would be instructive and inspirational if UMS students had the opportunity to visit other campuses, and that, given the importance of linkages between freshwater and marine environments, the visits could go both ways – from the lakes to the coast, but also the coast to the lakes. The similarities between these aquatic environments greatly outweighs the differences, and would give us an opportunity to develop a “signature course” that might beckon all students to appreciate and understand these important natural resources to the state of Maine. The course would feature faculty and their expertise from across the state with field components inland and on the coast at DMC/UMM.
Estuarine and Coastal Oceanography – The physics and chemistry of Maine’s many estuaries and rugged coasts sets the stage for the study of the biology and ecology of marine organisms, many of which are iconic of Maine’s heritage (e.g., lobster). The geomorphology of the estuaries and coast, rivers, tides, and human alterations control the physical and biological properties of estuarine water column and benthic habitats. Students would have the opportunity to visit various habitats, learn to sample using high technology sensors, and analyze data. Introduction to Marine Science for non‐majors – UMF, USM and UMA currently teach introductory courses on the marine environment, ecology and biology, and the Team recognized that there might be opportunities to collaborate with these types of courses, particularly in involving expertise of marine science faculty on other campuses, or team‐ taught intensive field experiences at UMM or DMC. However, this conversation is very much in its infancy, and it is important to note that UM‐SMS offers a highly successful introductory course for its majors (as well as non‐majors) that often has more than 300 students and plays a fundamental role in the core SMS curriculum. Other topics might be in the marine policy realm, which might lend itself to purely online courses for some topics. As a Team, the recommendation is to begin the process of collaborative, interdisciplinary and multi‐campus blended courses with a course topic that would be unique for all programs and provide access to an underserved set of students that might not otherwise be exposed to marine science and the fundamentals of STEM learning (Appendix 1). Web component We propose a collaboration with Annette deCharon, Director of the Center for Ocean Science Education Excellence ‐ Ocean Systems (COSEE) at the DMC. deCharon recently rolled out a completely online, asynchronous graduate course entitled Broaden the Impact of your Research (Appendix 7). We particularly like COSEE's mission, which is, simplified: "If NASA can create materials that make people feel like they have visited other planets, why can't the same be accomplished for the ocean?" http://cosee.umaine.edu/about/ We look at this as an opportunity to develop a course that highlights the UMS campuses and their faculty’s expertise, serves students throughout the state, and offers dedicated time on the Maine coast (and possibly other sites). At the same time, this is an opportunity to train faculty from multiple institutions on how to design and implement courses that use the internet for its best applications. Partnering with COSEE would gain access to proven expertise in web based course design for marine sciences and experience in collaborating with UM faculty. Challenges This proposal carries with it a set of challenges that should be by now familiar for any cross‐ campus effort, including: Access to similar electronic library resources regardless of the student’s home campus. Not everyone in the UMS has the same access to electronic journals, databases, and other research materials. If we are going to be One University, then library resources need to be similar at each institution.
Issues associated with course loads and compensation for collaborating faculty. Issues associated with these types of courses being valued by departments, peer review committees, Deans and so on. Issues associated with the distribution of tuition dollars and lab fees across campuses. Discrepancies in the academic calendar, critical for offering field components during breaks. Discrepancies in tuition at the different campuses. Instructor teaching credits; tuition dollars/credit hour accounting; IT support on each campus. Financials We anticipate that these types of courses would have the opportunity for reaching out to underserved residents of Maine who have an interest in Marine Science or are perhaps K 12 teachers in need of professional development credits. These types of courses may also serve as an introduction to Marine Sciences in the state of Maine and draw students to the UMS from across the country or beyond. These types of courses, if done right, require investment from the UMS. We have proposed a collaboration with COSEE, which brings with it several advantages (1) collaboration with colleagues here in Maine who have experience, and are funded with NSF funding, (2) prestige associated with an NSF project, and (3) innovation that highlights one of Maine’s greatest natural assets and STEM training for our students. In Appendix 8 we've attached example budgets for working with consultants such as deCharon for Design (Year 1), which would include gathering faculty to design the course from the ground up (or overarching themes down), and Implementation (Year 2) to clarify what it might cost to "do this right". 2. Graduate programs
Professional Science Masters (PSM) and the 4+1 option
The School of Marine Sciences has developed (and had approved by the Graduate School) a non‐thesis degree that emphasizes the application of scientific knowledge in settings such as a business, regulatory agency or policy‐oriented NGO and requires an internship in an area of application (Appendix 9). It is also directed to aquaculture and ocean energy technology. The PSM in Marine Sciences serves both traditional and non‐traditional students and provides an option for qualified undergraduates motivated to complete a master’s degree in 5 yr (4 + 1 option, see below). Very few PSM programs in the U.S. specialize in marine topics and those are oversubscribed. This PSM program has strong links to marine policy, human dimensions, aquaculture systems and biomedical applications of aquarium models (zebrafish). The 4 + 1 option is still in development. This option would allow students who have been provisionally admitted to the Masters program take up to 9 credits of graduate‐level courses that can be "double‐counted" for the bachelors and Master's degrees (Appendix 9), benefitting the student by allowing them to take a certain number of credits at the lower “undergraduate” rate, and complete their non‐thesis masters in less than 2 years. According to the U Maine Graduate School Policies, the joint credit courses have to come from the Master's
program of study, and it appears that they have to be taken in the last semester (i.e., when the student lacks no more than 9 hours toward the bachelor's degree). The 4+1 requires continued planning because the timing of SMS graduate course offerings currently results in several graduate core courses offered in the fall only. However, this is an opportunity to coordinate planning to ensure that 400‐level courses taught at UMM (or other campuses) that would normally count for graduate credit (i.e., SMS would accept them as transfer from another institution), could also count for the PSM to help make a 4+1 possible for UMM or other students. Provisional admission to the 4+1 program requires a 3.5 cumulative GPA. We encourage faculty developing the 4+1 program to develop a plan of study that would allow UMM students to undertake the 4+1 program by revamping existing courses on the UMM campus that could count both as undergraduate or graduate credits upon transfer to U Maine. These course might include both UMM BIO/MAT 315 Experimental Design and Analysis for Biologists and UMM BIO 360 Marine Ecology that could be offered at the 400 level, and with syllabi and learning objectives adopted for the 400 level work (Appendix 9). Challenges Facilitating credit transfer between schools would benefit students greatly in this case. To make the 4+1 PMS degree successful, faculty will need enough flexibility to adapt courses to meet the requirements. Other challenges are similar to those raised under undergraduate programs. UM-SMS Graduate Students based at other campuses
Currently, UM‐SMS graduate students are (or have been) placed with the Gulf of Maine Research Institute (GMRI) and the Maine Department of Marine Resources (DMR). The purpose of this recommendation is to strengthen existing ties with GMRI and DMR, expand to other institutions (i.e., UMM, USM, Bigelow Laboratory for Ocean Science) and facilitate collaboration between the universities, mentoring faculty, and students. This initiative would support place‐ bound students in their efforts to obtain a graduate degree in Marine Sciences, encourage networking for students not based at UM‐SMS, and encourage collaboration among faculty that conduct research in the (very broad) field of marine science across all UMS campuses. Non‐UM faculty are approved by the graduate school, and serve as co‐advisor (while a UM‐SMS faculty mentor serves as the other co‐advisor). This gives the student access to space on the Orono campus and ensures there is a faculty member knowledgeable about the UM‐SMS graduate program. Because the student is enrolled as a UM‐SMS student, access to Folger Library on the U Maine campus is provided. The presence of graduate students at primarily undergraduate teaching institutions is a significant learning experience for undergraduates who otherwise would not be exposed to “life as a graduate student” or have a concrete example of what a graduate student does. Graduate students mentor undergraduates and involve them in their graduate research as field hands, laboratory help or, in some cases, as colleagues. For Universities with place bound or non‐ traditional students, graduate students offer a glimpse of yet another possibility, a possibility that first generation students may never have considered. Challenges
Credit for a faculty member who advises a student who is in another program (or enrolled as a student in another University). Access to Folger Library research resources (online journals, databases) for faculty advisors (the student has access by virtue of being a UM‐SMS student). We understand that access to UMaine’s Fogler Library can be granted to faculty advising students in UM‐SMS graduate programs through the graduate school and Human resources, but this access is temporary and not appropriate for a One University system. Ability for students to partake in core curriculum that requires laboratories (e.g., SMS 500), and the difficulty of teaching on campus for students who are based at remote sites (DMC, GMRI, or other campuses) if they are supported on a TA at UM. Ensuring that graduate students at other campuses have the opportunity to network and share common experiences with other graduate students (in addition to the annual SMS Graduate Student Symposium). Sufficient IT support for long‐distance committee meetings, etc. Financials Additional graduate students equates to additional graduate tuition dollars, especially in the PSM program, which is self‐pay. Because the majority of graduate students are supported by research grants to their faculty advisors, making it easier for graduate students mentored by faculty at other UM campuses is likely to encourage those faculty to pursue additional grant funding to support those students. 3. Other recommendations a. Online Dynamic Brochure:
The Team proposes a UMS webpage that acts as a real‐time System‐Wide Marine Sciences brochure. The webpage would highlight Marine Science (and related sciences) on the different campuses, explain how a student might leverage these programs to fit her or his particular circumstances, and provide links to departments or programs for further information. The website would be continually updated with new offerings, special programs or courses (UM‐SMS Professional Masters of Science degree and the (proposed) 4+1 version, new courses on the UMM campus, Semester by the Sea, etc.), and links to faculty and their research interests throughout the UMS. In a sense this recommendation falls under the need for better and more responsive public relations and advertising. Challenges to this proposal are the obvious costs of maintaining a dynamic, visually pleasing website and the need for a point person and webmaster; however, if collaboration among campuses grows, this will not be the only set of programs that would benefit from a centralized set of websites that help students find what they (didn’t even know they) need. In addition, there is the challenge of providing a point person to collect and organize information from the different departments. We know from experience that faculty access to departmental websites does not necessarily lead to better products, because faculty have so many diverse demands on their time.
b. Collaboration and communication with other Marine Science programs in the state (starting with state funded schools):
Collaboration with undergraduate marine programs at Maine Maritime Academy (Marine Science and Marine Biology Bachelors of Science degrees) and SMCC (Marine Science Associates in Science degree). These conversations have begun or are on‐going with UM‐SMS, but have not, to date, included other UMS universities. The Team recommends that these Universities be included in future discussions about Marine Science Education in the state. c. Marine Science Education Summit:
The APRIP process has highlighted the need for continued and expanded cooperation and collaboration among UMS and other Universities in the state, in order to leverage the existing excellence in marine science education. To this end, the Team recommends continued interactions, and perhaps a more formalized Marine Science Education Summit that would bring all parties together to share needs, experiences, and course offerings, and to foster collaboration and cooperation among the programs.
Appendixes
Appendix 1. KSA knowledge, skills and abilities, and STEM training The goal of UM‐SMS undergraduate curriculum in marine science is to provide students with the necessary knowledge, skills and abilities – using marine sciences as the vehicle – to enable them to participate in the creation of new knowledge and to be successful in the workforce. The UM‐SMS undergraduate integrative marine science core courses provide students with hands on opportunities to build knowledge, skills and abilities to help them succeed in the STEM workforce or in graduate education. In core courses and throughout the curriculum, students progressively build their experience in: • Best practices in scientific inquiry – hypothesis development, prediction and testing – elements of experimental design – modeling (conceptual & quantitative) – understanding & appropriately using scientific instrumentation; techniques – professionalism (ethics and team building/working) – self review; proofing and revision • Data analysis and presentation – importance of controls and standards – math and statistics – communication skills, writing skills, oral presentation – graphical presentation of data • Evaluating and interpreting science information from different sources – their own data, primary sources (scientific papers), internet, others (Wikipedia, etc.) These skills in research and evidence‐based analysis are every bit as important as content knowledge. In a recent poll 83% of employers noted that "expecting students to develop the skills to research questions in their field and develop evidence‐based analyses" will help students succeed in the workplace (Association of American Colleges & Universities, 2013). These are exactly the skills and learning outcomes many employers want colleges and universities to prioritize (Fig 1, Association of American Colleges and Universities, 2013). Through marine sciences education, we are preparing students for the workforce in exactly the ways that employers want. Our suggestions in this report help leverage current expertise in the kinds of collaborations that will enhance opportunities for all UM system students, while still allowing students choice to find the right fit in their undergraduate education.
Figure 1. Skills and Learning outcomes highlighted by employers (Source: Association of American Colleges and Universities, 2013). Reference Association of American Colleges & Universities, 2013. It takes more than a major: Employer priorities for college learning and student success. Survey conducted by Hart Research. Available from https://www.aacu.org/leap/public‐opinion‐research
Appendix 2. UM-SMS Alumni Survey Results
I
n fall/winter of 2013-14, the School of Marine Sciences (SMS)contacted alumni back to the inception of the program in 1996. They were asked to update us about their professional careers and to reflect on their experiences at UMaine. Feedback from alumni measures the efficacy of our program, aides in student recruitment and provides infor-mation that may guide curricular improvements. The success of our past graduates is a measure of how well we are educating and preparing our students for life and careers beyond their time at UMaine. A total of 103 alumni (42% of those contacted) completed the survey.
Alumni Survey 2013-14
School of Marine Sciences
www.umaine.edu/marine
University of Maine 5706 Aubert Hall, Rm. 360 Orono, ME 04469-706 207.581.4381
Employment Status by Graduation Year
The majority of SMS graduates are gainfully employed across various professional organizations.
Type of Employment Organizations
The University of Maine does not discriminate on the grounds of race, color, religion, sex, sexual orientation, including transgender status and gender expression, national origin, citizenship status, age, disability, genetic information or veteran status in employment, education, and all other
I
n fall/winter of 2013-14, the School of Marine Sciences (SMS)contacted alumni back to the inception of the program in 1996. They were asked to update us about their professional careers and to reflect on their experiences at UMaine. Feedback from alumni measures the efficacy of our program, aides in student recruitment and provides infor-mation that may guide curricular improvements. The success of our past graduates is a measure of how well we are educating and preparing our students for life and careers beyond their time at UMaine. A total of 103 alumni (42% of those contacted) completed the survey.
Schools Alumni Attended for Advanced
Degees Include Job Titles of Current Alumni
Northeastern University University of Rhode Island University of Massachusetts Western Washington University University of Alaska
Rutgers University Loyola University Creighton University
North Carolina State University University of Maryland, College Park Virginia Institute of Marine Science TUFTS
University of New Hampshire University of Texas
Texas A&M
University of Delaware Stony Brook University Vermont College of Medicine Georgia Institute of Technology
Private Corporations: Program Manager
Clinical Research Associate
Lab Technician
Technical Support
Veterinarian
Research Assistant
Naturalist
Marine Mammal Observer
Education: Science Teacher
Education Director,
Antactica Program
Marine Education Associate
Education Specialist
Government/Higer Ed.: Senior Animal Care Technician
Fisheries Biologist
Research Technician
Fisheries Policy Analyst
Are Employment Positions Related to the Marine Sciences?
Career Satisfaction (by graduation date)
Importance of Semester-by-the-Sea for Career Preparation?
Would Alumni Encourage Enrollment in SMS? Most SMS graduates are employed in jobs related
to the marine sciences and are satisfied with their careers.
Semester-by-the-Sea was formative for students who participated. The majority of graduates would recommend SMS to current high school students.
