BUDGET - College of Arts & Sciences - Illinois State University

February 15, 2013FY 14BUDGETPLANNINGDOCUMENT

1. FY 13 NarrativeThe Department of Chemistry had another productive year. Enrollments in the Chemistry major heldsteady and increased in the BMB major (all three sequences). Major curricular changes are underway,with the revision of the Chemistry major about halfway finished and the Biochemistry degree programdue to start in fall 2013. Faculty published 28 articles, most with student coauthors, and 4 bookchapters. Enhancements in classrooms and other instructional spaces, laboratory renovations, and thehiring of new personnel have begun to change the complexion of the Department. The Department is ona positive trajectory that will bring it to new levels of productivity in teaching, scholarly activity, andservice.To continue this trajectory, critical resources are necessary. Although chemistry is an expensivediscipline, it is central to many other fields, and so the entire University benefits from a healthyDepartment of Chemistry. This document details our accomplishments in FY 13 and the investmentsneeded for continued success in FY 14.1.1. Accomplishments and Productivity1.1.a. FY 13 GoalsIn FY13, the major goals were to (A) build on existing, and where possible, provide new infrastructuresupporting the educational mission of the Department, (B) reexamine the general chemistry programand the student support system, and to evaluate whether student needs are being effectively met, (C)find operational and organizational efficiencies to maximize the time faculty members can focus on theirteaching and research efforts, and (D) make modest investments to insure that the teaching andresearch laboratories operate safely and that our vast inventory of chemicals is secure. The followingspecific objectives were identified for FY 13:1. Build the student support infrastructure in the Department2. Continue the ongoing effort to replace 1990s‐era teaching laboratory instrumentation3. Improve instructional spaces through facilities upgrades4. Secure the Chemistry Stockroom5. Create, maintain, and manage an inventory of all chemicals6. Grow support for MS students7. Examine General Chemistry program8. Continue to grow the prominence of the Chemical Education program9. Enhance support for teaching and research instrumentationEach of these goals and objectives arose from the overall mission of the Department of Chemistry. Thismission aligns with several goals of Educating Illinois. (The following narratives refer to the previousdraft of Educating Illinois.)Department of Chemistry FY14 Planning Document 1

Educating Illinois Goal 1. Illinois State University will position students to excel in a globallycompetitive, culturally diverse, technological, and changing environment.Diverse experiences and skills are essential for graduates to excel in the global environment. Butbecause science and technology are becoming even more critical to success, students taking chemistrycourses and our own majors increasingly demand exposure to more sophisticated instrumentation andtechniques. Instrumentation and facilities upgrades (Objectives 2, 3, 4, 5, and 9) are essential, and byreexamining and building existing courses and programs (Objectives 6, 7, and 8) we will ensure that theneeds of the student in the global environment are met.Educating Illinois Goal 2. Illinois State University will demonstrate excellence in scholarship, teaching,and learning at the undergraduate and graduate levels.In the sciences, and in Chemistry in particular, these three overlapping areas are all facilitated by thephysical infrastructure (Objectives 2, 3, 4, 5, 9), the curriculum (Objectives 7, 8), and the faculty andstudent support (Objectives 1, 6, and 8). Shortcomings in any area affect the overall scholarship,teaching, and learning in the Department.Educating Illinois Goal 3. Illinois State University will enhance student, faculty, staff, alumni, andcommunity pride in, and allegiance to, the University.Building student support (Objective 1) will build relationships with students in the program throughacademic and career advising and thus, as the students graduate, build better relations with alumni.Even the facilities enhancements (Objectives 2, 3, and 9) will build pride and allegiance to the Universityas the program will make a better impression on current students, visiting alumni, and external visitors.In a contrary manner, the stockroom security improvement (Objective 4) and inventory system(Objective 5) will build community pride and allegiance by averting potential publicity and liabilitydisasters if university materials were to be used for nefarious purposes or improper storage of chemicalsresulted in injury.Educating Illinois Goal 4. Illinois State University will be accountable and fiscally responsible tointernal and external stakeholders.Each objective is aimed at making the Department of Chemistry more accountable and fiscallyresponsible. The student support infrastructure (Objective 1) will provide the students better return oninvestment through more effective advising (shorter time to degree) and better career advisement(improved career placement). Investments in infrastructure (Objectives 2, 3, 4, 5, and 9) and summersupport (Objective 6) will result in increased productivity. Improving the General Chemistry program(Objective 7) and the Chemical Education program (Objective 8) will ensure that students have the besteducational experiences in Chemistry.Educating Illinois Goal 5. Illinois State University will promote a healthy, safe, and environmentallysustainable campus.The chemistry stockroom improvements (Objectives 4 and 5) directly address Goal 5 of EducatingIllinois. Less directly, building the Chemical Education program enhances safety beyond the campuswalls, as chemical safety is a key component in the education of a high school chemistry teacher.Department of Chemistry FY14 Planning Document 2

The Department of Chemistry’s objectives also closely align with the CAS Strategic Plan 2010‐2015:CAS Strategic Focus 1. Facilitate Academic Excellence Build the student support infrastructure in the Department (Objective 1) Continue the ongoing effort to replace 1990s‐era teaching laboratory instrumentation (Objective 2) Improve instructional spaces through facilities upgrades (Objective 3) Grow support for MS students (Objective 6) Examine the General Chemistry Program (Objective 7) Continue to grow the prominence of the Chemical Education program (Objective 8) Enhance support for teaching and research instrumentation (Objective 9)CAS Strategic Focus 2. Enhance the systems and infrastructure supporting academic excellence Build the student support infrastructure in the Department (Objective 1) Continue the ongoing effort to replace 1990s‐era teaching laboratory instrumentation (Objective 2) Improve instructional spaces through facilities upgrades (Objective 3) Secure the Chemistry Stockroom (Objective 4) Create, maintain, and manage an inventory of all chemicals (Objective 5) Enhance support for teaching and research instrumentation (Objective 9)CAS Strategic Focus 3. Diversify and enhance financial support for academic excellence Build the student support infrastructure in the Department (Objective 1) Continue to grow the prominence of the Chemical Education program (Objective 8)CAS Strategic Focus 4. Share and promote our academic excellence Build the student support infrastructure (Objective 1) Examine the General Chemistry Program (Objective 7) Continue to grow the prominence of the Chemical Education program (Objective 8)1.1.b. Major AccomplishmentsSpecific accomplishments for each objective are enumerated below.1. Build the student support infrastructure in the DepartmentStudents are the focus of all of our activities; essentially all of the accomplishments listed in thisdocument are directed toward building student support. Replacing and upgrading laboratoryequipment and facilities, modernization of classrooms and conference rooms, safetyimprovements, and curricular revisions (see below) are all examples of building student support.However, we recognize that our direct student support is still inadequate, and that it will notsubstantially improve while the program coordinator position remains unfunded. We have madepatchwork progress toward building student support through making advising more streamlined(two advisors instead of five) and hiring a webmaster on a part‐time basis (through FCRfunding). Career advising/placement, external relations, and recruiting still remain as areas ofsignificant need.Department of Chemistry FY14 Planning Document 3

2. Continue the ongoing effort to replace 1990s‐era teaching laboratory instrumentation Between mid‐February of 2012 and mid‐February of 2013 the following major pieces ofequipment were acquired to support teaching and research (* denotes primary use is inteaching):Department and College Funds ($61,197) *Gas Chromatograph ($18,945; Department Equipment Funds) Solids Probe for Mass Spectrometer ($10,115; Department Equipment Funds) *Calorimeter ($6,931; Department Equipment Funds) *Assorted small equipment and replacement modules ($20,654; DepartmentEquipment Funds and Startup, CAS) Syringe Pump ($2,552; Startup, CAS) Vibration Isolation Platform ($2,000; Startup, CAS)Grant Funds ($6,001) Photoelectrochemistry System ($6,001; NSF Research Grant Funds) By the end of February, 2013, two National Science Foundation Major InstrumentationGrants will be submitted by PIs in the Chemistry Department. The grants request a total ofnearly $600,000 for a new Liquid Chromatograph‐Mass Spectrometer (LC‐MS) and anInductively‐Coupled Plasma‐Mass Spectrometer (ICP‐MS). Both will replace majorinstruments purchased in 1997 that still see heavy use but are becoming prohibitivelyexpensive to maintain.3. Improve instructional spaces through facilities upgradesThrough a combination of Strategic Budget Carryover and Full Cost Recovery funds, severalmajor upgrades to instructional facilities were made in FY 13. Julian 225. This is the main classroom used for Chemistry courses with enrollments of 50 orless, and for Department seminars. The wide and shallow room was originally designed as acomputer teaching facility, with large desks holding CPUs and CRTs. This use nevermaterialized, so to make better use of the room it was reconfigured with movable tables, amobile instructor’s station, and dual, corner‐mounted screens. The resulting classroom hasmuch better usability, with more and better‐lit whiteboard space. While it is still not an idealroom for seminars because of the dual‐screen configuration, it has been very well‐receivedas a classroom. The total cost of this project was approximately $40,000 ($20,200 to CTSSfor technology, $18,900 for student desks and chairs).Department of Chemistry FY14 Planning Document 4

View toward southwest before refurbishing of JH 225. View toward northwest before refurbishing of JH 225.Similar view to view above following the refurbishing. Note thecorner‐mounted screen.View from front showing new instructor station in JH 225.Julian 214E and 224. These conference rooms are frequently used for Departmentmeetings, research group meetings, thesis defenses, laboratory lectures, etc. Large flatpaneldisplays were installed to facilitate the rooms’ use for these purposes; previously aportable projector needed to be reserved and transported to the rooms. This project,funded through FCR funds, cost approximately $6,000.New display in JH 224. New display in JH 214E.SLB 115. This room is used as a prelab classroom and a computer lab for the GeneralEducation courses CHE 112 and 140. Projection capabilities were added to facilitate usingthe room for prelab instruction.Department of Chemistry FY14 Planning Document 5

4. Secure the Chemistry StockroomNo funding was received in FY13 for the installation of a swipe card system in the ChemistryStockroom. In the absence of such University support, we have asked the stockroom personnelto take additional security precautions. However, this issue remains unresolved.5. Create, maintain, and manage an inventory of all chemicalsThrough the generous support of the College of Arts and Sciences for personnel and forsoftware, the Department completed the inventory of all chemicals (>40,000) in the early fall of2012. The new computerized inventory system has introduced remarkable efficiencies and costsavings.It has greatly reduced duplication, identified outdated chemicals, and alerted Healthand Safety to hazardous items in various locations throughout the Department. Although wehave incurred additional costs to dispose of three or four dangerous items (e.g. $2,000 forneutralization of a container of picric acid), students, faculty, and staff are all substantially saferas a result of this project.6. Grow support for MS students Five competitive, $1000 stipends were provided to graduate students to support research inthe summer of 2012. Recipients were required to submit a summary of the workaccomplished while supported. These stipends were made possible through internalreallocations. The Department has been successful in reducing the time to degree for M.S. students. Thishas resulted in some residual GTA funds in FY13. In future years we will be able to admitmore students for a given level of funding.7. Examine General Chemistry programThis item has been delayed due other pressing curricular issues occurring: the new B.S. inBiochemistry, the deletion of the BMB program, the revision of the M.S. program, and thetransition to the new B.S. in Chemistry curriculum. Furthermore, we are hiring a new facultymember for the General Chemistry program, and that person will need to be involved in thediscussion. It is anticipated that a task force will be developed in the upcoming year to examinethe entire general chemistry program, including our offerings in the general education program.8. Continue to grow the prominence of the Chemical Education program Dr. Cary Supalo, a leader in making STEM disciplines accessible to the visually impaired,joined the faculty in Fall 2012. He has already had a major impact on the visibility of theChemical Education program, and as he becomes established in the Department we expecthim to establish a research program with major external support. We are planning for a second cohort of Master of Science in Chemical Education and Masterof Chemical Education students. Interest in the program has been very high, and we expectto start a new cohort in either Fall 2013 or Fall 2014.Department of Chemistry FY14 Planning Document 6

The online courses for in‐service chemical educators continues to be highly successful.Funded through the Full Cost Recovery model, nearly 280 students took courses in theprogram from Summer 2012 through Spring 2013.9. Enhance support for teaching and research instrumentationIn her second year as instrument technician, Cat McDonald has developed expertise inrepairing the Department’s scientific instrument. As a result of her preventive maintenanceand her ability to make small repairs, the need for major repairs involving external servicetechnicians was greatly reduced. However, we still lack sufficient fiscal support forpurchasing service contracts at the level needed for a chemistry department with suchextensive instrumentation holdings.1.1.C. Accomplishments in Scholarly ProductivityAccomplishments in publications and presentations are summarized in the following table:No. withUndergraduateStudentsNo. withGraduateStudentsNo. withInternationalCollaboratorsJournal Articles 11 17 1 28Book Chapters 0 2 0 4Regional/National Presentations 23 23 0 41International Presentations 1 1 1 5TotalThe following are some additional productivity measures Total Active Grants: $2.82 million, $1.70 million in research grants, $899,500 in teaching grants,and $252,000 in instrumentation grants. Number of editorial board members: 4 Number of Public Presentations: 24 Number of MS Theses supervised: 13 Number of External Seminar Speakers: 8 Number of Students Supported for Research‐Related Travel: 9Funds allocated to support student‐faculty research: Approximately $8,500 in GR and $69,000 ingrant funds were used to support student‐faculty researchFunds allocated to support co‐curricular activities: Approximately $5,000 in GR and Foundationfunds were used to support co‐curricular activities.Types of co‐curricular activities: Chemistry Club activities, external seminar speakers,homecoming tailgate, research poster session, and other social activities with studentsDepartment of Chemistry FY14 Planning Document 7

1.1.d. Productivity MeasuresTEACHING PRODUCTIVITYEnrollments in Chemistry held steady in 2012, whereas enrollments in Biochemistry/Molecular Biologycontinue to grow (Table 1). Both the Biochemistry and Molecular Biology sequences of the BMBprogram experienced substantial growth. As the BMB program is phased out and students must choosebetween a major in Biochemistry and a major in Molecular Biology, these numbers will changesubstantially over the next several years.Table 1. Number of First Majors on Fall Semester Census Day2012 2011 2010 2009 2008 2007 2006 2005Chemistry 120 122 148 144 153 153 162 148Teacher Ed Seq. 28 42 56 44 49 46 49 44BMB 132 108 104 97 101 94 103 92Biochemistry Seq. 44 39 16 ‐‐ ‐‐ ‐ ‐‐ ‐‐Molec. Bio. Seq. 38 22 22 ‐‐ ‐‐ ‐‐ ‐‐ ‐‐Total Undergraduate 252 230 252 241 254 247 265 240Master of Science 34 36 35 34 39 42 49 49Master of Chem. Ed. 0 2* 13† ‐‐ ‐‐ ‐‐ ‐‐ ‐‐M. S. in Chem. Ed. 1* 2* 8† ‐‐ ‐‐ ‐‐ ‐‐ ‐‐Total Graduate 35 40 56 34 39 42 49 49*First cohort graduated (mostly) in Summer 2011; no new cohort started†Off‐campus program, so only end‐of‐term totals are available.The Department has undergone substantial efforts to improve recruiting, including a total revamp of theweb site, production of new promotional materials, and increased outreach efforts to admittedstudents. There is initial evidence that these efforts are paying dividends; the number of admittedchemistry majors is up by 50% over 2012 (119 admitted as of Feb. 9, 2013; 79 as of May 7, 2012) and thenumber of admitted BMB majors is up by 45% (200 admitted as of Feb. 9, 2013; 138 admitted as of May7, 2012). If show rates in 2013 are close to historical averages, we expect the number of majors in theDepartment to increase substantially.Several curricular reform efforts are underway that affect both the graduate and undergraduateprograms:The IBHE approved the B.S. in Biochemistry degree in fall 2012, and as soon as the School ofBiological Sciences receives approval for their B.S. in Molecular Biology degree (anticipated inFebruary, 2013) students currently enrolled in the BMB program will be advised to change tothe new programs.A revision to the requirements in the M.S. in Chemistry is under review by the UCC, withapproval anticipated in spring 2013. The revision reduces the coursework requirement from 22to 21 hours, essentially eliminating one course from the requirements. The goal is to furtherimprove time to degree, and allow the students to spend substantially more time on theirlaboratory research.Department of Chemistry FY14 Planning Document 8

The Department is currently reviewing a revision to the M.S. in Chemical Education (MSCE) andMaster of Chemical Education (MCE) curriculum that allows for more flexibility in a capstoneexperience and the substitution of some C & I courses with Chemical Education courses. Uponapproval of these changes a second cohort is expected to begin.The Department is completing the second year of the new B.S. in Chemistry curriculum. Newcourses are being offered in the spring semester (CHE 215/216; CHE 250/251), and other newcourses will begin in the next two years (CHE 315/316 in spring 2014; CHE 350/351 (revised) andCHE 372/373 in fall 2014)2012 was a strong year for teaching awards. Craig McLauchlan was recognized at the CTLT symposium inJanuary for the Outstanding University Teaching Award (2011‐12), and Ashley Mericle was recognized asthe recipient of the Outstanding Graduate Teaching Award (2011‐12). David Cedeño was named therecipient of the Dossey Award for Outstanding Teaching in the College of Arts and Sciences in spring2012 and the Outstanding College Teaching Award in the fall of 2012. Chris Mulligan was a Collegenominee for a Teaching Initiative Award.SCHOLARSHIPThe Department had another productive year in obtaining research grants. Active research grants totalnearly $2.2 million, with just over $650,000 in research grants with start dates in 2012. Faculty continueto be active in submitting grants in support of both research and instrumentation. In FY 2012, Chemistrysubmitted 13 grants requesting $2.1 million in funding, and received $672,186. This funding levelaccounts for 7.7% of the College’s and 2.6% of the University’s total grant funding, and 10.9% of theUniversity’s research grant funding.In 2012, faculty members published 28 journal articles and 4 book chapters. See section 1.1.c foradditional details.SERVICEFaculty members remained active in professional service and service to the University, reviewingnumerous papers and grant applications, and regularly serving on NSF review panels. They also serve onnumerous Departmental, College, University, and external professional committees. A few recognitionsand positions are worth special mention. David Cedeño was named the recipient of the College ServiceAward in 2012. Two faculty members serve on national ACS committees: David Cedeño is on the ACSProject SEED committee, and Gregory Ferrence is the Chair of the ACS Committee on Ethics. GregFerrence, Rick Nagorski, Craig McLauchlan, and John Baur served on the Executive Committee of the ACSlocal section. Jean Standard chairs the University Curriculum Committee.1.2. Internal Reallocations and Reorganizations in FY 121.2.a. Reallocations and ReorganizationsRonda Wells was hired in the Office Support Specialist position to replace Jeanne Merkel, who left tobecome the administrative assistant in the Department of English. Kate Edler was hired as a part‐timeAP to maintain the Department’s web page, and Sara McCubbins was hired as a part‐time AP to assistDepartment of Chemistry FY14 Planning Document 9

with the online courses offered through the FCR funding mechanism. An upgrade for Kelley Thomas,Office Manager, is in progress.1.2.b. Usage of Additional Funds Enhancement Dollars: No enhancement dollars were received in FY12. Summer Session Funding: Funds were used to support CHE 102, 215, 242, 380.23, and 492. External Funding: Grant funds were used to support individual faculty research and run specialoutreach projects such as the ACS Project SEED and the NSF‐funded Noyce Scholarship Program. Foundation Funds: Several scholarships, including the Shulman Scholarships, the KurzFellowship, the Sedgwick Scholarship, and the Meisinger Scholarship were funded by donationsto the Foundation. External speakers, candidates, and alumni guests were hosted using fundsfrom the Foundation. Variance Dollars: Elisha Swanson was hired to assist with the Chemical Education program andcontribute to the Chemistry advising. Additional variance money will be used to pay theDepartment’s half of the BMB Director’s summer salary, provide summer salary for theAssociate Chairs, stipends to encourage faculty to write instrumentation grants, and summerstipends for graduate students if sufficient funds remain. External Contracts: The Department hosted two workshops for Army National Guard CivilSupport Teams. Participants paid a workshop fee that was used to pay instructor salaries andpurchase laboratory supplies. Tech Tuition Dollars: $10,010 in tech tuition funds was used to purchase the annual subscriptionfor ChemSW, the Department’s online inventory management system. Startup Funds: $29,068 from CAS was used for the startup package of the most recent facultyhire. Full Cost Recovery Courses: A total of 10 courses were offered through the FCR funding model.The total enrollment approached 300 students, all of whom were in‐service teachers who wouldotherwise not have enrolled in courses at Illinois State University. Student feedback about theprogram has been very positive, growing the stature of ISU Chemistry in the field of ChemicalEducation. Over the period of summer 2012 through Spring 2013 the courses generated over aquarter million dollars in tuition and fees, and paid the salaries of four part‐time NTTs. The fundsnetted the Department $65,000, of which $30,000 was used for facility modernization (videinfra), $12,000 for support personnel, and the remainder will be used to support the program,purchasing equipment for the teaching and research labs. We also estimate that the programgenerated approximately $35,000 for the Provost’s Office in FY13.1.3. Accountability Reports1.3.a. Provost Enhancement Accountability Report.No Provost Enhancement funds were received in FY 13.Department of Chemistry FY14 Planning Document 10

1.3.b. SBC Accountability Report.Chemistry’s Strategic Budget Carryover and Full Cost Recovery funds ($10,000) were used to refurbishJH 225, the main classroom used for Chemistry courses having enrollments of 50 or less. The large andno longer functional computer desks were removed and replaced with movable tables, a mobileinstructor’s station, and dual, corner‐mounted projection screens. The classroom now has much betterusability and an increased seating capacity (from about 30 to 53). The total cost of this project wasapproximately $39,100 ($20,200 paid to CTSS for the classroom technology, and $18,900 to Widmer forthe student desks and chairs). FCR dollars were used to supplement the SBC dollars.1.3.d. Instructional Capacity Accountability Report.The Department of Chemistry received $200,158.88 in Instructional Capacity and General Educationfunds. Details of the expenditures of these funds will be provided in the FY 2013 Instructional CapacityAccountability Report.2. FY 14 Planning Document2.1. Major Objectives for FY 142.1.a. Continuing EffortsThe Department prides itself in providing an undergraduate experience that combines the best qualitiesof a large research institution (i.e. access to state‐of‐the‐art instrumentation and a research‐activefaculty) with those of a liberal arts institution (i.e. daily contact with faculty in class and laboratory). It isour aim to maintain our top‐quality undergraduate program and continue to be a leader in teaching andresearch at the undergraduate and Master’s level. Toward this end, the Department has several ongoingefforts that include:Promote collegiality among the facultyStrive for effective and engaging teaching at all levelsProvide personal attention to students in the classroom and in the laboratoryMaintain outstanding degree programsPeriodically review and assess the curriculumEnhance technology in the classroom and in the laboratoryPromote undergraduate researchFacilitate strong scholarly and professional activities by the faculty and studentsFoster collaborations within and outside the departmentEncourage service to the University and to the profession2.1.b. Major Goals and ObjectivesThe Department’s major goals for FY 14 are (A) improve support for teaching laboratories, striving toacquire high‐tech equipment and instrumentation similar to what graduates will encounter in theDepartment of Chemistry FY14 Planning Document 11

private sector and in graduate/professional school, (B) continue to find operational and organizationalefficiencies that enable existing resources to be focused toward improving the student experience andensuring their safety, (C) reexamine the general chemistry program and the student support system andevaluate whether student needs are being effectively met, and (D) begin long‐range planning for futureexpansion of research and instructional space.The following specific objectives are designed to support these broader goals for FY 14.1. Focus on improving the student support infrastructureRecent hires and operational efficiencies have greatly improved the support of theDepartment’s teaching and research missions, but there still exists a substantial lack of studentsupport. Faculty members cover many essential student support functions on an ad hoc basis, tothe detriment of their teaching and research (because of the quantity of time required) and tothe detriment of the student (because the faculty member has competing priorities). If theDepartment is to continue its progress, it must hire a permanent program coordinator. This staffperson, who ideally will have an advanced degree in chemistry, would have duties inundergraduate academic and career advising, career placement, external relations, and studentrecruiting. While this position will greatly enhance faculty productivity, more importantly it willhave an even greater impact on the student experience. We feel that the timing is even morecritical given the large number of Biochemistry majors that will soon have a home in theDepartment of Chemistry.2. Devise a rational plan for recapitalizing teaching laboratory instrumentationThe science of Chemistry is heavily dependent on technology and instrumentation. The pace ofinstrument and technology development is continually accelerating, making it increasinglydifficult to prepare students for employment and graduate school. We are striving to replaceand upgrade instrumentation using any available resources. Unfortunately the combination offlat budgets, vanishing buying power, the high cost of modern instrumentation ($20,000 to$300,000+), and the shrinking pool of government funding conspire to make this goal ever moreelusive. To remain competitive for students and grants and to ensure that our students arecompetitive in the workforce, we must solve this dilemma. Because a significant fraction of theinstrumentation purchased when the SLB was opened in 1997 is still in use in our undergraduateteaching laboratories, it is imperative that new resources are obtained first to revitalize andthen to sustain the laboratory facilities. University support for instrumentation has declinedmore than 50% (in real dollars) over the past 20 years despite a substantial increase in thenumber of research‐active faculty and a nearly 50% increase in majors served by theDepartment. Without substantial investment in the instrumentation infrastructure of theteaching laboratories the quality of the undergraduate program will decline. The replacement ofinstrumentation has been our first or second priority in the recent past, and will be for theforeseeable future. We recognize that this must be done through a combination of grants(mostly for larger pieces of equipment, generally over $100,000), student fees (for smallerpieces of equipment), and Department funds. It is extraordinarily difficult to find funding forDepartment of Chemistry FY14 Planning Document 12

mid‐range pieces of equipment ($20,000 ‐ $100,000) that are to be used exclusively forteaching, and so alternative sources need to be identified.3. Provide instrumentation for new laboratory coursesIn the period 2012‐2014, five new or revised laboratory courses are being implemented as aresult of curricular changes required by our accrediting body (the American Chemical Society)and the creation of the degree in Biochemistry. Although much of the infrastructure (space,instrumentation, glassware, and chemicals) already exist for the new labs, some new items(primarily instrumentation) will be needed. FY 14 marks the first year of a multi‐year request fortech tuition and/or Provost Enhancement funds to fully implement the courses.4. Secure the Chemistry StockroomThe Chemistry Department uses substantial quantities of chemicals that can have nefarious usesin the wrong hands. Some of these items are not needed, and were identified and disposed ofduring the inventory project undertaken in the summer of 2012. However, it is not possible toeliminate the all of these items, we are therefore required to take reasonable measures to keepthem secure. The vast majority are kept in the Chemistry stockroom, and therefore the spacerequires strict monitoring. We propose to install an access control system that will allow facultyand (optionally) TAs to enter the locked stockroom during business hours. An added advantagewould be that students leaving the university could be removed from the access list very easily.5. Increase support for MS studentsArguably the most immediate and cost‐effective way to raise the Department’s scholarlyproductivity is to increase the number of graduate students supported and to provide partialstipends for graduate student summer research. In Chemistry, summer is the most productivetime for research; all research‐active faculty maintain a laboratory presence during the summerregardless of their funding status. The M.S. students (in general) do not take courses during thesummer, and so they are able to devote more time to their thesis research projects.Unfortunately, due to lack of financial support in the summer, many of the students must takeoutside jobs or leave the community. This severely reduces the number of hours they can spendin the research lab, negatively impacting productivity and time to degree. With even partialsummer support, students will make more progress, thus increasing the productivity of theirresearch advisor and the likelihood of obtaining grant funding. Similar gains could be made byincreasing the number of assistantships during the academic year so that more students can beadmitted into the program.6. Increase available research spaceAs the proportion of research‐active faculty increases, we are facing a critical shortage ofresearch space. All options (including lab sharing, consolidation, and repurposing space) havebeen explored, but clearly the lack of space is starting to negatively impact scholarly activity.Furthermore, an increasing number of faculty have chosen to remain research‐active followingDepartment of Chemistry FY14 Planning Document 13

etirement. As some of our most productive faculty are reaching retirement age, it will be evenmore important to the Department to continue to provide some space to emeritus facultymembers. We are therefore beginning the process of finding alternate research space oncampus, and to make the case for an addition to the Science Laboratory Building.7. Examine General Chemistry ProgramThe general chemistry program (including the General Education courses) has not beensubstantially revised for 10+ years. Enrollment pressures in CHE 102, 110, 140, and 141,combined with a perceived decline in the math skills of incoming students, have createdsubstantial issues that must be considered when planning the Department’s future courses ingeneral chemistry. Among the issues to be studied are:Are there any General Education‐level courses that should be developed that have morerelevance to the general population of the University?How can the enrollment in CHE 204 (an outer core course) be brought up to sustainablelevels?Can an accelerated general chemistry course be created so that high‐achieving, firstsemesterfreshman have a better alternative to starting in the off‐semester GeneralChemistry II or in Organic Chemistry I?8. Enhance support for teaching and research instrumentationChemical instrumentation requires maintenance and repairs. A typical service visit for a simplerepair costs between $3,000 and $5,000 (excluding parts in most cases). Furthermore, anincreasing number of instruments use costly vacuum pumps that must run continuously, andtherefore have a defined lifetime of approx. 3‐4 years. It is imperative that we have the budgetto adequately support existing instruments and keep them functioning past their initial warrantyperiods.2.1.c. Relationship of the Objectives to Educating IllinoisThe Department is committed to supporting and promoting the goals of Educating Illinois. These goalsalign well with the overall mission of the Department, and each objective described above relates tomultiple goals of Educating Illinois.Educating Illinois Goal 1. Provide a supportive and student‐centered educational experience for highachieving,diverse, and motivated students that promotes their success.The aim of each of the objectives is to improve and enhance the student experience. This is to be donedirectly through student support (Objectives 1 and 5) or through enhancements to the learningenvironment that promotes a student‐centered experience (Objectives 2, 3, 4, 6, and 8). Each of theseobjectives target the strategies for Goal 1: they will help to attract and retain high‐achieving, diverse,and motivated students; increase opportunities for students to engage in high‐quality, high‐impacteducational experiences; and provide integrated and holistic services that support students’ individualDepartment of Chemistry FY14 Planning Document 14

needs. Objective 7 addresses the strategy in which Departments can identify steps that can be taken toshorten time to degree.Educating Illinois Goal 2. Provide rigorous, innovative, and high‐impact undergraduate and graduateprograms that prepare students to excel in a globally competitive, culturally diverse, and changingenvironment.To be competitive in the global, diverse, and changing environment, students must have access to thesame resources that they will encounter after earning their degree. The quality of the educationprovided in Chemistry relies on several factors, including physical infrastructure (Objectives 1, 2, 3, 4,and 8), student opportunities (Objectives 1, 5, and 6), and up‐to‐date curricula (Objectives 3 and 7).Educating Illinois Goal 3. Foster an engaged community and enhance the University’s outreach andpartnerships both internally and externally.Building student support (Objective 1) will build relationships with students in the program throughacademic and career advising and thus, as the students graduate, build better relations with alumni. Theprogram coordinator requested in support of Objective 1 will pay great dividends in the Department’sefforts to engage in external partnerships. We currently have extensive outreach efforts (Children’sDiscovery Museum, State Farm Millenial Girls Project, ProjectSEED, Expanding Your Horizons, ChemistryOlympiad, to name just a few), that are poorly coordinated because they are all done on an ad hoc basisby faculty. These activities, along with our current and past corporate partnerships (ADM, Gillette,AOCS, Abbott), directly address Goal 3. Even the facilities enhancements (Objectives 2, 4, 6, and 8) willbuild pride and allegiance to the University as the program will make a better impression on currentstudents, visiting alumni, and external visitors. In a contrary manner, the stockroom securityimprovement (Objective 4) will build community pride and allegiance by averting potential publicity andliability disasters if university materials were to be used for nefarious purposes or improper storage ofchemicals resulted in injury.Educating Illinois Goal 4. Enhance institutional effectiveness by strengthening the organizationaloperation and enhancing resource development.We are committed to improving the Department’s effectiveness through improvements in processes,procedures, and procuring external resources. The rational development of the Department’sinfrastructure as described in this document will greatly enhance the faculty’s competitiveness forexternal funding. Each objective is aimed at making the Department of Chemistry more accountable andfiscally responsible. The student support infrastructure (Objective 1) will provide the students betterreturn on investment through more effective advising (shorter time to degree) and better careeradvisement (improved career placement). Investments in infrastructure (Objectives 2, 4, 6, and 8) andsupport (Objective 5) will result in increased productivity. Improving the General Chemistry program(Objective 7) and implementing the new laboratory courses (Objective 3) will ensure that students havethe best educational experiences in Chemistry.The Department of Chemistry’s objectives also closely align with the CAS Strategic Plan 2010‐2015:Department of Chemistry FY14 Planning Document 15

CAS Strategic Focus 1. Facilitate Academic Excellence Build the student support infrastructure in the Department (Objective 1) Devise a rational plan for recapitalizing teaching laboratory instrumentation (Objective 2) Provide instrumentation for new laboratory courses (Objective 3) Increase support for MS students (Objective 5) Increase available research space (Objective 6) Examine the General Chemistry Program (Objective 7) Enhance support for teaching and research instrumentation (Objective 8)CAS Strategic Focus 2. Enhance the systems and infrastructure supporting academic excellence Build the student support infrastructure in the Department (Objective 1) Devise a rational plan for recapitalizing teaching laboratory instrumentation (Objective 2) Provide instrumentation for new laboratory courses (Objective 3) Secure the Chemistry Stockroom (Objective 4) Increase available research space (Objective 6) Enhance support for teaching and research instrumentation (Objective 8)CAS Strategic Focus 3. Diversify and enhance financial support for academic excellence Build the student support infrastructure in the Department (Objective 1) Devise a rational plan for recapitalizing teaching laboratory instrumentation (Objective 2)CAS Strategic Focus 4. Share and promote our academic excellence Build the student support infrastructure in the Department (Objective 1) Examine the General Chemistry Program (Objective 7)2.2. Permanent Funding RequestsWe continue to seek funds to invest in infrastructure and direct student support services. Both are keycomponents of the University’s pledge to students and academic programs in Educating Illinois. Becauseof shrinking resources over the years, faculty members have been expected to take on additional rolesfor which they have little time and administrative support, and the Department has had to seekalternative routes to equip teaching and research labs.The following requests for permanent funding are meant to address these shortfalls. They willsimultaneously boost faculty productivity and morale, as well as ensure compliance with safety andregulatory requirements. Each of these requests is tied directly to goals 1 and 2 of Educating Illinois,which seek to enhance the programmatic excellence of the undergraduate and graduate experience.2.2.a. Program Coordinator(Overall Priority 1 – Personnel, AP or CS)The Department of Chemistry relies on faculty members for many of the student and program supportfunctions that are handled by staff members in most other departments. Among the jobs that have beenhandled by these faculty members are: academic advisor (one lead and, in previous years, 3 or moreDepartment of Chemistry FY14 Planning Document 16

assistant advisors), career placement, co‐op/internship coordination, alumni relations, scheduling,safety, recruiting, outreach, publicity, and web editing. As a result, 8‐10 faculty members far exceedtheir expected 20% commitment to service, and this extra load has a significant, negative impact on theteaching and scholarly activities of these faculty members. Chemistry is already a very productivedepartment; by reassigning these functions to a staff person we should expect to see real gains inteaching effectiveness and scholarly productivity.Although Chemistry already has a large support staff, none of these staff members has direct studentsupport as a component of their job function. We have three professional staff members dedicated tolaboratory support: an instrument technician, a chemical stockroom manager, and a chemicalstockroom worker. We have three office and budget support staff: a laboratory manager that deals withbudgets, ordering, and invoices, an office manager, and an office support specialist. All are essential tothe Department’s operation, but none are student‐centered.We propose to create a Program Coordinator position that will have responsibilities in academicadvising, career counseling and placement, chemical safety, student recruiting, website maintenance,publicity, and alumni relations. Clearly the position will pay immediate dividends by increasing teachingand research productivity, improving student experience through enhanced career and academicadvisement experiences, promoting safety in the teaching and research labs, and in alumni relations.We request a 12‐month salary of $50,000 for the Chemistry Program Coordinator. This request relatesto all four Strategic Foci of the CAS Strategic Plan.2.2.b. Increased Support for Graduate Students(Overall Priority 2 – Personnel, Graduate Assistants)Summer research is required for students in the M.S. program to complete their degree on time.Unfortunately all but the few graduate students supported by research assistantships are expected todo summer research without compensation. Many cannot afford to do this, and so they are forced towork outside jobs during the summer or even leave the Bloomington‐Normal area for the summer. Thisresults in a decrease in productivity by the student (and thus the faculty member) and an increase intime to degree. We propose to provide competitive summer stipends for the MS students and toincrease the number supported during the academic year. Such a program is likely to have an immediateimpact on Departmental productivity, and should lead to an increase in the success rate of externalresearch proposals. Therefore this expenditure should be considered an investment, one that maydecline as more research assistantships can be supported by external funds. We request 27 months ofadditional GTA funding ($1,275/mo) that can be used for summer support and/or an increasednumber of GTAs during the academic year. This amounts to $34,425 in permanent funds. This requestrelates to Strategic Focus 1 of the CAS Strategic Plan.2.2.c. Chemical Inventory Software(Overall Priority 3 – Contractual; Tech Tuition)Federal and state regulations require the Department to maintain updated inventories of chemicals (inall the storage locations in 25+ labs) and track “chemicals of interest” that have been identified by theDepartment of Homeland Security. To meet these requirements, and to make access to the inventoryDepartment of Chemistry FY14 Planning Document 17

simpler for faculty and students, we established an online inventory system with bar coding and locationtracking. The system requires an annual subscription which will be supported by this request. We arerequesting $11,000 in permanent contractual dollars for the software subscription. This request relatesto Strategic Focus 2 of the CAS Strategic Plan.2.2.d. Teaching and Research Instrumentation Budget Increase(Overall Priority 7 – Equipment)In order to replace mid‐level instrumentation (costing between $15,000 and $100,000) we require abase increase in the Department’s equipment budget. This will allow for the purchase of additionalinstrumentation, and with the implementation of strategic carryover budgeting will facilitate saving forequipment costing near the higher end of the range. This enhancement is critical for maintainingprogram quality. The total request is for an increase of $20,000 in permanent funding. This requestrelates to Strategic Foci 1, 2, and 3 of the CAS Strategic Plan.2.2.e. Summer Advising, Recruiting, and Planning(Overall Priority 8 – Personnel)Crucial activities are carried out during summer months in preparation for each academic year. The LeadAdvisor, Graduate Coordinator, and Associate Chairs all have intensive summer roles for which theyreceive remuneration only if there is remaining variance. Having a permanent budget line for theseactivities will allow for better long‐term planning of the responsibilities of these positions. The totalrequest is for $16,000 in permanent funding, which can be reduced to $10,000 if item 2.2.a is funded.This request relates to Strategic Foci 1, 2, and 4 of the CAS Strategic Plan.2.2.f. Teaching and Research Instrumentation Support(Overall Priority 9 – Contractual)The Department of Chemistry operates a substantial number of high‐end instruments (meaning thosecosting more than $10,000). Annual service contracts for these instruments typically run 10‐20% of thecost of a new instrument. In many cases, we do not have resources to provide service contracts andinstead rely on the instrument technician to make repairs. This takes time away from her other criticalsupport duties for the teaching and research labs. When a new piece of equipment is purchased (eitherwith Department funds or through grants), it is critical to provide maintenance support through servicecontracts. We therefore request an additional $25,000 in permanent contractual funding for servicecontracts. This request relates to Strategic Foci 1, 2, and 3 of the CAS Strategic Plan.2.3. Strategic Budgeted Carryover ONLY RequestsThe Department has no SBC requests.2.4. Provost Enhancement Requests and Strategic Budgeted CarryoverThe following requests relate to improving either safety of the Department’s operations, the usability ofits facilities, or both. Each request is tied directly to goals 1 and 2 of Educating Illinois, which seek toenhance the programmatic excellence of the undergraduate and graduate experience.Department of Chemistry FY14 Planning Document 18

2.4.a. Raman Spectrometer for Teaching Laboratories(Overall Priority 4 – Tech Tuition)We seek to enhance the capabilities of several upper‐level major’s laboratory courses by adding aRaman spectrometer to the Department’s high‐tech instrument holdings. The spectrometer will see usein the analytical chemistry laboratories (CHE 216 and CHE 315/316), the physical chemistry laboratories(CHE 361/363/373), and possibly the inorganic chemistry laboratories (CHE 251/351). The total cost is$28,000, possibly funded by Tech Tuition. The Department will contribute $5,000 in FY 14, making thetotal request $23,000. This request relates to Strategic Foci 1 and 2 of the CAS Strategic Plan.2.4.b. Small Equipment and Glassware for New Undergraduate Laboratory Courses(Overall Priority 5 – Tech Tuition)Several new and revised laboratory courses will be offered in FY 14 and FY 15 as a result of curricularreforms. It is important to begin the acquisition of equipment for these laboratories. CHE 373, PhysicalBiochemistry Lab, is a completely new course that will use some existing equipment, but will need somespecialized accessories for these instruments. In this first year of a planned 2‐year request, we ask for$6,000 in glassware and consumables and $25,000 for small pieces of equipment. The total cost is$31,000, possibly funded by Tech Tuition. The Department will contribute $6,000 in FY 14, making thetotal request $25,000. This request relates to Strategic Foci 1 and 2 of the CAS Strategic Plan.2.4.c. Chemical Stockroom Security Solution(Overall Priority 6 – Contractual)The chemistry stockroom contains large quantities of chemicals, glassware, and instrumentation thatcould have illegitimate uses if they were to fall into the wrong hands. However, faculty and graduatestudents require access to the stockroom to find items required for their teaching and research.Furthermore, the stockroom workers are often busy preparing solutions for courses, ordering materials,or in a remote location preparing materials for a laboratory class. To allow continued access whileensuring that the items in the stockroom remain secure, we request funds to install a keyless entrysystem. Users will be given fobs that can be placed near a sensor to gain access. Keys are not a viablesolution, as for safety and liability reasons the stockroom must remain off‐limits when it is closed, andfrequently students/faculty/staff retain their keys when they leave the University. A keyless entrysystem will allow programmable access, both by time of day and by individual fob. We feel that thisupgrade is essential to meet the competing demands of access by employees and graduate students butrestricted access to all others. The total cost is $14,000 to install the keyless entry system. TheDepartment will contribute $2,000 in FY 14, making the total request $12,000. This request relates toStrategic Foci 1 and 2 of the CAS Strategic Plan.2.5. Personnel Requests: Tenure‐Track FacultyDue to laboratory space constrains, the Department is requesting no new tenure‐track faculty for FY14.Although there is a need for teaching expertise in the field of Biochemistry, the lack of researchlaboratory space would mean that any hire would have no chance of establishing a research program.Department of Chemistry FY14 Planning Document 19

2.7. Facilities RequestsNo new facilities requests involving renovations are anticipated in FY 13.2.8. Other Enhancement Requests2.8.a. Faculty Professional TravelThe cost to attend a professional meeting in Chemistry is approximately $1,250 to $1,500. Although weshould provide the equivalent of one paid trip to a professional meeting per year, it is more reasonableto expect funding for one trip every two years. Therefore, we request professional travel funds for 11faculty members (half the faculty). The total request for Faculty Professional Travel is $16,500.2.8.b. Student Teacher Supervision TravelOur new Chemical Education faculty member requires a driver to visit student teachers in the field, andtherefore our request is higher than previous years. We request $4,000 for student teacher supervisiontravel.2.8.c. Internship TravelWe request $500 for internship travel.2.8.d. Instructional TravelWe request $1,000 for instructional travel.2.8.e. Instructional CapacityA total of $66,978.75 is requested for non‐General Education Instructional Capacity (form attached).2.8.f. Instructional Capacity for General EducationA total of $179,306.36 is requested for General Education Instructional Capacity (form attached).Department of Chemistry FY14 Planning Document 20

PERS 937 PE & PE + SBCType ofRequest:Short Title of Proposed InitiativeBrief Description & Plan for Sustainability(2‐3 Sentences outlining goals of Initiative)Quote PriorityRequired RankProvostEnhancementFY14 ONLYFY13 SBC FY14 SBC(Roll to FY14) (Roll to FY15)TotalAmountSBCExpense Year(FY)Exp YrContributionTotalAmount ofInitiativePERaman Spectrometer for Teaching LaboratoriesWe seek to enhance the capabilities of several upper‐level major’slaboratory courses by purchasing a Raman spectrometer. The instrumentwill be used in the analytical chemistry laboratories (CHE 216 and CHE315/316), the physical chemistry laboratories (CHE 361/363/373), andpossibly the inorganic chemistry laboratories (CHE 251/351).No 1 $23,000 $0 $0 $0 14 $5,000 $28,000PESmall Equipment and Glassware for New UndergraduateLaboratory CoursesCHE 373, Physical Biochemistry Laboratory, is a new laboratory course thatwill be required in the new Biochemistry major. We are now starting toaccumulate equipment and supplies to make this new course a success.No 2 $25,000 $0 $0 $0 14 $6,000 $31,000PEChemical Stockroom Security SolutionA keyless entry system will be installed that allows programmable access tothe Chemistry Stockroom, both by time of day and by individual fob. TheStockroom contains many chemicals that could be used for illegal activitiesif they fell into the wrong hands. We feel that this upgrade is essential tomeet allow access by employees and graduate students.No 3 $12,000 $0 $0 $0 14 $2,000 $14,0004 $0 $0

Short Title of Request Department/School/Unit PriorityRankPERMANENTREQUESTCollege/UnitContributionTotalamount ofrequestNotesProgram Coordinator for Chemistry and Biochemistry Chemistry 1 $50,000 $50,000 AP or CSGraduate Teaching Assistantships Chemistry 2 $34,425 $34,425Combination of summer researchsupport and increased number ofGTAs during the academic year.Teaching and Research Instrumentation Chemistry 3 $25,000 $25,000Increase in instrument line tosupport purchase of equipment forteaching and research laboratories.Teaching and Research Instrumentation Support Chemistry 4 $20,000 $20,000Increase in contractual line tosupport repair of instrumentationand service contracts on selectedcritical instruments.Summer Advising, Recruiting, and Planning Chemistry 5 $16,000 $16,000Summer activities, including Preview,recruiting, advising transfer students,scheduling.7 $08 $09 $010 $011 $012 $013 $014 $015 $0$145,425 $0 $145,425 TOTAL

FY14 Instructional Capacity & General Education RequestsPriority Term DEPTCourseNBRSection Sec Type Credit HrsCourseTypeGen EdCategoryIAI CategoryEmployee Name (Ifknown)Max(Seats)Salary forInstructionJustification1 Fall CHE 140 6 labs (of 16) LAB 1 ea Gen Ed IC2 Fall CHE 141 3 labs (of 6) LAB 1 ea Major N/APhysical and LifeSciences Idate/David 162 $20,983.50Physical and LifeSciences Christopherson 54 $10,757.253 Fall CHE 231 2 labs (of 5) LAB 1 ea Major N/A Idate 50 $6,994.504 Fall CHE 220 2 labs (of 4) LAB 1 ea N/A David 50 $6,994.50Physical and Life5 Fall CHE 112 3 labs (of 8) LAB 1 ea Gen Ed ICSciences Christopherson 54 $10,757.256 Fall CHE 112 5 labs (of 8) LAB 1 ea Gen Ed IC7 Fall CHE 102 3 Lec (of 5) LEC 2 Gen Ed IC8 Fall CHE 102 2 Lec (of 5) LEC 2 Gen Ed IC9 Fall CHE 102 36 labs (of 36) LAB 1 Gen Ed IC1 Spring CHE 140 3 labs (of 8) LAB 1 ea Gen Ed IC2 Spring CHE 141 5 labs (of 11) LAB 1 ea Major N/APhysical and LifeSciences 1.67 Tas 135 $10,145.25Physical and LifeSciences Zona 660 $27,564.43Physical and LifeSciences Swanson 440 $13,200.00Physical and LifeSciences 3 GTAs 1100 $18,225.00Physical and LifeSciences Idate/David 81 $13,989.00Physical and LifeSciences Christopherson/Idate 108 $21,249.003 Spring CHE 231 2 labs (of 3) LAB 1 ea Major N/A Idate 50 $6,994.504 Spring CHE 220 3 labs (of 4) LAB 1 ea David 75 $13,989.00Physical and Life5 Spring CHE 110 1 Lec LEC 4 Gen Ed ICSciences Swanson or TBA 150 $9,900.00Physical and Life6 Spring CHE 112 3 labs (of 5) LAB 1 ea Gen Ed ICSciences Christopherson 81 $10,757.257 Spring CHE 112 2 labs (of 5) LAB 1 ea Gen Ed IC8 Spring CHE 102 3 Lec (of 3) LEC 2 Gen Ed IC9 Spring CHE 102 22 labs (of 22) LAB 1 Gen Ed ICPhysical and LifeSciences 0.67 Tas 54 $4,070.25Physical and LifeSciences Zona 660 $27,564.43Physical and LifeSciences 2 GTAs 660 $12,150.00Serves CHE, CTE, BSC, BMB, PHY, GEO, CAST, others;Need NTTs for lab instruction in this courseServes CHE, CTE, BSC, BMB, PHY, GEO, CAST; needNTTs to cover some lab sections of this courseServes CHE, CTE, BSC, BMB; Need NTTs to cover somesections of this courseServes BSC, CAST, MCN; need NTTs to cover some labsections of this courseServes CAST, MCN; Need NTTs to cover some sectionsof this course.Serves CAST, MCN; Advanced MS students teach someof the lab sections as the lead instructor. This requestis for the lead instructor only.Inner core Gen Ed course that is taught by full‐timeNTTsInner core Gen Ed course that is taught by full‐timeNTTsGraduate students serve as the lead instructors for allCHE 102 labs. This request is for the lead instructoronly.Serves CHE, CTE, BSC, BMB, PHY, GEO, CAST, others;Need NTTs for lab instruction in this courseServes CHE, CTE, BSC, BMB, PHY, GEO, CAST; needNTTs to cover some lab sections of this courseServes CHE, CTE, BSC, BMB; Need NTTs to cover somesections of this courseServes BSC, CAST, MCN; need NTTs to cover some labsections of this courseServes CAST, MCN; Coverage for Greg FerrenceSabbaticalServes CAST, MCN; Need NTTs to cover some sectionsof this course.Serves CAST, MCN; Advanced MS students teach someof the lab sections as the lead instructor. This requestis for the lead instructor only.Inner core Gen Ed course that is taught by full‐timeNTTGraduate students serve as the lead instructors for allCHE 102 labs. This request is for the lead instructoronly.