Department of Coastal Sciences - WordPress.com · 2. Effective Date: Fall Semester 2016. 3. Emphasis Assessment Plan: Enclosure 1.1 and 1.2 is the Emphasis Area assessment plans which

Department of Coastal Sciences 703 East Beach Drive | Ocean Springs, MS 39564 Phone: 228.872.4296 | Fax: 228.872.4204 | [email protected] | www.usm.edu

November 25, 2015

To: Dr. Douglas Rust, Chair

Graduate Council

Through: Dr. David Hayhurst, Dean

College of Science and Technology

From: Dr. Robert Leaf, Assistant Professor, Department of Coastal Sciences

Dr. Robert Griffitt, Associate Professor and Chair of the Department of Coastal Sciences

Dr. Chet Rackocinski, Associate Professor, Department of Coastal Sciences

Dr. Jeff Lotz, Professor, Department of Coastal Sciences

The Department of Coastal Sciences requests the establishment of a new emphasis area program for the Coastal Sciences Graduate Degree Program. The proposed four emphasis areas are: 1.) Aquaculture, 2.) Fisheries and Fisheries Oceanography, 3.) Aquatic Health Sciences, and 4.) Coastal Ecology and Ecosystem Processes. The emphasis areas are intended to address national and international needs for graduates with specialized skills and abilities working in the private sector, academia, and government. The following information addresses the requirements for New Emphasis Areas contained in the 2014-2015 Guidelines for Proposals, Academic, and Graduate Councils: 1. Official Names:

Coastal Sciences (Aquaculture) M.S.

Coastal Sciences (Aquaculture) Ph.D.

Coastal Sciences (Fisheries and Fisheries Oceanography) M.S.

Coastal Sciences (Fisheries and Fisheries Oceanography Ph.D.

Coastal Sciences (Aquatic Health Sciences) M.S.

Coastal Sciences (Aquatic Health Sciences) Ph.D.

Coastal Sciences (Coastal Ecology and Ecosystem Processes) M.S.

Coastal Sciences (Coastal Ecology and Ecosystem Processes) Ph.D. 2. Effective Date: Fall Semester 2016. 3. Emphasis Assessment Plan: Enclosure 1.1 and 1.2 is the Emphasis Area assessment plans which

were derived from the current program plan for the parent Coastal Sciences M.S. and Ph.D. degree programs.

4. Data informed rationale for the proposed emphasis area program and evaluation of program demand:

a. Summary of results from a survey administered to the graduate students in the Department of Coastal Sciences (Enclosure 2).

b. There is a demand for trained fisheries biologists with an expertise in Stock Assessment (NOAA’s Marine Fisheries Stock Assessment Improvement Plan, NOAA Technical Memo MNFS-F/SPO-56, October, 2001). NOAA’s technical memo states that “biologists with solid quantitative skills, or quantitative experts with some biological background, are relatively rare and the pool of qualified applicants graduating from appropriate university courses is actually shrinking.". The report calls upon NOAA Fisheries, higher education institutions, and the private sector to take such actions as increasing research funding, hiring more faculty, expanding fellowship and internship opportunities and strengthening students' quantitative skills in math and population dynamics.

c. An article in Fisheries, the monthly magazine of the American Fisheries Society, titled “Is There a Shortage of Fisheries Stock Assessment Scientists?" by J. Berkson et al. (2009) concludes that although the demand for fishery stock assessment scientists has been increasing, the supply has not kept pace.

d. Letter (Enclosure 3) the President of the World Aquaculture Society, Dr. Rebecca Lochmann has endorsed the creation of the proposed Aquaculture Emphasis program.

e. Letter (Enclosure 4) Betty J. Eidemiller, PhD, Director of Education, Society of Toxicology has endorsed the creation of the proposed Aquatic Health Sciences Emphasis program.

f. Letter (Enclosure 5) Thomas Keegan, President, American Institute of Fisheries Research Biologists has endorsed the creation of the proposed Fisheries and Fisheries Oceanography Emphasis program.

5. Description of how literature of the discipline will be incorporated into the curriculum requirements and how the students will be engaged in ongoing research, professional practice, and training experiences.

6. The degree plan of study 7. Statement from University Librarian, regarding the impact of the proposed emphasis areas on

library acquisitions. 8. Teaching Site: Gulf Coast Research Laboratory, Ocean Springs, MS. 9. Summary of personnel and resource requirements including faculty lines and graduate

assistantships.

Enclosure 1.1

Page 1 of 2

The University of Southern Mississippi

Detailed Assessment Report

Coastal Sciences (Aquaculture) MS

Coastal Sciences (Fisheries and Fisheries Oceanography) MS

Coastal Sciences (Aquatic Health Sciences) MS

Coastal Sciences (Coastal Ecology and Ecosystem Processes) MS

Mission / Purpose

The purpose of the emphasis area program for the MS in Coastal Sciences is to enable students to develop research, analytical, computational, and writing knowledge, skills, and abilities in preparation for occupations in academic, government, and private organizations concerned with fields relevant to scientific investigation of nearshore, marine, and coastal environments. This assessment plan is intended for the evaluation of four emphasis areas: Aquaculture, Fisheries and Fisheries Oceanography, Aquatic Health Sciences, and Coastal Ecology and Ecosystem Processes in the MS in Coastal Science. The assessment plan consists of two components. The first is the evaluation after completion of the foundation courses COA 606 Biometry in Coastal Sciences, COA 603 Professional Skills, COA 601 Coastal Processes 1, and COA 602 Coastal Processes 2. The second assessment component is the evaluation of learning outcomes after completion of emphasis‐area related coursework and will be done at the time of the student’s comprehensive exam. Assessment for emphasis‐area specific coursework is described for: Aquaculture (COA 690/790 Marine Aquaculture, COA 608 Water Quality, COA 690/790 Aquatic Animal Health, COA 690/790 Aquaculture Genetics, COA 690/790 Aquatic Physiology) Fisheries and Fisheries Oceanography (COA 746 Ecology of Fishes, COA 605 Data Analysis in the Coastal Sciences, COA 742 Topics in Fisheries Ecology, COA 640 Quantitative Fisheries Management, COA 709 Marine Conservation Genetics, COA 690/790 Special Topics in Early Life History of Fishes) Aquatic Health Sciences (COA 610 Coastal and Marine Pollution, COA 617 Marine Toxicology, COA 690/790 Special Topics in Aquatic Physiology, COA 690/790 Special Topics in Special Topics in Epidemiology & Pathology, COA 690/790 Special Topics in Steroid Biochemistry) Coastal Ecology and Ecosystem Processes (COA 645 Benthic Ecology, COA 746 Ecology of Fishes, COA 690/790 Special Topics in Marine Botany, COA 690/790 Special Topics in Stable Isotope Ecology, COA 690/790 Special Topics in Historical Ecology and Foundations in Coastal Ecology, COA 690/790 Special Topics in Ecological Data & Modeling)

Student Learning Outcomes/Objectives and Related Measures.

SLO 1: Understanding the role of statistics in making quantitative inference and description. M 1: Post‐test of statistics in making quantitative inference and descriptions. The final exam for the course COA 606 Biometry in Coastal Sciences seeks to have students use synthesis and critical thinking to gauge the students’ understanding of statistics as a descriptive and inferential tool. Target 1: 80% will score at least 80% on the Final Exam for COA 606 Biometry in Coastal Sciences. SLO 2: Understanding the abiotic dynamics of coastal ecosysteAquatic Health Sciences. M 2: Post‐test of understanding the abiotic dynamics of coastal ecosysteAquatic Health Sciences. The final exam for the course COA 602 Coastal Processes 2 is a comprehensive exam that tests students about the abiotic dynamics of coastal processes. Target 2: 80% will score at least 80% on the Final for COA 602 Coastal Processes 2.

Enclosure 1.1

Page 2 of 2

SLO 3: Understanding the biotic dynamics of coastal ecosysteAquatic Health Sciences. M 3: Post‐test of understanding the biotic dynamics of coastal ecosysteAquatic Health Sciences. The final exam for the course COA 601 Coastal Processes 1 is a comprehensive exam that tests students about the biotic dynamics of coastal processes. Target 3: 80% will score at least 80% on the Final for COA 601 Coastal Processes 1.

SLO 4: Understanding the skills, knowledge, and abilities necessary for a professional scientific career. M 4: Evaluation of understanding the skills, knowledge, and abilities necessary for a professional scientific career. The course COA 603 Professional Skills does not have a final exam. The final grade is based on a series of assignments that focus on developing the fundamental skills related to success in the scientific field including oral and written presentation of scientific work. Target 4: 100% will have at least a grade of B‐ (80% of total points) for COA 603 Professional Skills. SLO 5: Understanding emphasis area course material. Students will develop knowledge, skills, and abilities in their chosen emphasis areas. Students in each of the emphasis areas, Aquaculture, Fisheries and Fisheries Oceanography, Aquatic Health Sciences, and Coastal Ecology and Ecosystem Processes will develop different and unique skill sets. M 5: Post‐test of emphasis area specific skills. The exam to determine emphasis‐specific skills will be administered at the time of the student’s comprehensive exam. The exam will consist of synthetic and critical thinking questions that are derived from the final exaAquatic Health Sciences in the each of the emphasis area’s specific coursework. T 5: 80% will score at least 80% on the post‐test of emphasis area specific skills.

O/O 6: Professional Employment and/or Graduate Studies. Students will obtain technical skills and knowledge in their chosen emphasis area that enables them to obtain employment and/or pursue continued professional/graduate education, or be satisfied that the degree met other personal objectives. M 6: Alumni Survey. Alumni will be surveyed within one year of graduation to determine the suitability and currency of the emphasis areas to their career. Evaluation will be based on the Alumni Evaluation Instrument responses. This evaluation instrument will be composed of question that specifically address the stated learning outcomes. T 6: 80% of alumni will obtain employment, pursue continued education, or be satisfied that the degree and emphasis area designation met their objectives.

Enclosure 1.2

Page 1 of 2


Detailed Assessment Report

Coastal Sciences (Aquaculture) PhD

Coastal Sciences (Fisheries and Fisheries Oceanography) PhD

Coastal Sciences (Aquatic Health Sciences) PhD

Coastal Sciences (Coastal Ecology and Ecosystem Processes) PhD

Mission / Purpose

The purpose of the emphasis area program for the PhD in Coastal Sciences is to enable students to develop research, analytical, computational, and writing knowledge, skills, and abilities in preparation for occupations in academic, government, and private organizations concerned with fields relevant to scientific investigation of nearshore, marine, and coastal environments. This assessment plan is intended for the evaluation of four emphasis areas: Aquaculture, Fisheries and Fisheries Oceanography, Aquatic Health Sciences, and Coastal Ecology and Ecosystem Processes in the PhD in Coastal Science. The assessment plan consists of two components. The first is the evaluation after completion of the foundation courses COA 606 Biometry in Coastal Sciences, COA 603 Professional Skills, COA 601 Coastal Processes 1, and COA 602 Coastal Processes 2. The second assessment component is the evaluation of learning outcomes after completion of emphasis‐area related coursework and will be done at the time of the student’s comprehensive exam. Assessment for emphasis‐area specific coursework is described for: Aquaculture (COA 690/790 Marine Aquaculture, COA 608 Water Quality, COA 690/790 Aquatic Animal Health, COA 690/790 Aquaculture Genetics, COA 690/790 Aquatic Physiology) Fisheries and Fisheries Oceanography (COA 746 Ecology of Fishes, COA 605 Data Analysis in the Coastal Sciences, COA 742 Topics in Fisheries Ecology, COA 640 Quantitative Fisheries Management, COA 709 Marine Conservation Genetics, COA 690/790 Special Topics in Early Life History of Fishes) Aquatic Health Sciences (COA 610 Coastal and Marine Pollution, COA 617 Marine Toxicology, COA 690/790 Special Topics in Aquatic Physiology, COA 690/790 Special Topics in Special Topics in Epidemiology & Pathology, COA 690/790 Special Topics in Steroid Biochemistry) Coastal Ecology and Ecosystem Processes (COA 645 Benthic Ecology, COA 746 Ecology of Fishes, COA 690/790 Special Topics in Marine Botany, COA 690/790 Special Topics in Stable Isotope Ecology, COA 690/790 Special Topics in Historical Ecology and Foundations in Coastal Ecology, COA 690/790 Special Topics in Ecological Data & Modeling)

Student Learning Outcomes/Objectives and Related Measures.

SLO 1: Understanding the role of statistics in making quantitative inference and description. M 1: Post‐test of statistics in making quantitative inference and descriptions. The final exam for the course COA 606 Biometry in Coastal Sciences seeks to have students use synthesis and critical thinking to gauge the students’ understanding of statistics as a descriptive and inferential tool. Target 1: 90% will score at least 80% on the Final Exam for COA 606 Biometry in Coastal Sciences. SLO 2: Understanding the abiotic dynamics of coastal ecosystems. M 2: Post‐test of understanding the abiotic dynamics of coastal ecosystems. The final exam for the course COA 602 Coastal Processes 2 is a comprehensive exam that tests students about the abiotic dynamics of coastal processes. Target 2: 90% will score at least 80% on the Final for COA 602 Coastal Processes 2.

Enclosure 1.2

Page 2 of 2

SLO 3: Understanding the biotic dynamics of coastal ecosystems. M 3: Post‐test of understanding the biotic dynamics of coastal ecosystems. The final exam for the course COA 601 Coastal Processes 1 is a comprehensive exam that tests students about the biotic dynamics of coastal processes. Target 3: 90% will score at least 80% on the Final for COA 601 Coastal Processes 1.

SLO 4: Understanding the skills, knowledge, and abilities necessary for a professional scientific career. M 4: Evaluation of understanding the skills, knowledge, and abilities necessary for a professional scientific career. The course COA 603 Professional Skills does not have a final exam. The final grade is based on a series of assignments that focus on developing the fundamental skills related to success in the scientific field including oral and written presentation of scientific work. Target 4: 100% will have at least a grade of B‐ (80% of total points) for COA 603 Professional Skills. SLO 5: Understanding emphasis area course material. Students will develop knowledge, skills, and abilities in their chosen emphasis areas. Students in each of the emphasis areas, Aquaculture, Fisheries and Fisheries Oceanography, Aquatic Health Sciences, and Coastal Ecology and Ecosystem Processes will develop different and unique skill sets. M 5: Post‐test of emphasis area specific skills. The exam to determine emphasis‐specific skills will be administered at the time of the student’s comprehensive exam. The exam will consist of synthetic and critical thinking questions that are derived from the final exams in the each of the emphasis area’s specific coursework. T 5: 100% will score at least 80% on the post‐test of emphasis area specific skills.

O/O 6: Professional Employment and/or Graduate Studies. Students will obtain technical skills and knowledge in their chosen emphasis area that enables them to obtain employment and/or pursue continued professional/graduate education, or be satisfied that the degree met other personal objectives. M 6: Alumni Survey. Alumni will be surveyed within one year of graduation to determine the suitability and currency of the emphasis areas to their career. Evaluation will be based on the Alumni Evaluation Instrument responses. This evaluation instrument will be composed of question that specifically address the stated learning outcomes. T 6: 80% of alumni will obtain employment, pursue continued education, or be satisfied that the degree and emphasis area designation met their objectives.

Prepared for Dr. Robert Leaf by Grant Adams

The following narrative describes the results and methods of the administration of the survey that

Dr. Leaf sent to the membership of COA’s Marine and Estuarine Graduate Student Association

(MEGSA).

The Emphasis Areas were first discussed with students on September 17th, 2015 at the monthly MEGSA

meeting. Dr. Andy Evans introduced the idea of the proposed “Emphasis Areas”, the reasoning behind it,

and described the four emphasis areas (e.g. Aquaculture, Fisheries and Fisheries Oceanography,

Environmental and Organismal Health and Coastal Ecology and Ecosystem Processes). Students then

discussed the topic during the meeting. To follow‐up on the discussion and quantify student interest in

having emphasis areas in COA, Dr. Leaf’s survey was sent to MEGSA membership at the Gulf Coast

Research Laboratory on September 21st, 2015 using SurveyMonkey.

Surveys presented students with a series of eight questions regarding their degree, interest in the

emphasis area, and concerns with the programs. Questions were:

1. Degree sought? (PhD/MS)

2. My research interests coincides with one of the Emphasis Area titles? (Y/N)

3. If I participated in an emphasis area, it would be?

a. Aquaculture, Fisheries and Fisheries Oceanography, Environmental and

Organismal Health and Coastal Ecology and Ecosystem Processes, other

4. I believe that a Degree in Coastal Sciences does not communicate with specificity my

primary research, academic, and vocational interests? (Y/N)

5. I believe an emphasis area designation will be a valuable addition to my diploma

because it will document my expertise? (Y/N)

6. Given what I know, I think emphasis areas are a potentially valuable addition to the

Department of Coastal Sciences? (Y/N)

7. Given what I know, I would be interested in an Emphasis Area? (Y/N)

8. I believe having an emphasis area designation on my degree will enhance my ability to

obtain desired employment in my field of interest? (Y/N)

Overall, survey results showed positive support for the introduction of Emphasis Areas in the

Department of Coastal Sciences. 73% of the 22 responses came from students seeking Master’s degrees

and 27% came from doctoral students. 91% of the respondents believe their research coincides with one

of the four emphasis areas: 59% claiming Fisheries and Fisheries Oceanography, 23% claiming

Environmental and Organismal Health, 9% claiming Coastal Ecology and Ecosystem Processes, and 9%

claiming Other. All of the respondents believe that a degree in Coastal Sciences does not adequately

communicate their research, academic, and vocational interests and 95% of the students believe that

an emphasis area designation will be a valuable addition to their diploma. 100% of the respondents

believed that Emphasis Areas would be valuable to the Department of Coastal Sciences. 91% of the

respondents would be interested in participating in an Emphasis Area and 100% believed it would

enhance their employment prospects.

Survey results indicate resounding support by COA students for the introduction of Emphasis

Areas into the Department of Coastal Sciences. Overall students responded that they believe Emphasis

Areas will more adequately represent their research experience and interests, improve their job

Enclosure #2

prospects, and are interested in participating. Given results presented here students believe that

Emphasis Area designation will improve the competitiveness of students in placement after

matriculation and the Department. Furthermore, students in both meetings and surveys found no

negative consequences from the introduction of emphasis areas into the department.

Enclosure #2

10/1/2015 SurveyMonkey Design : Emphasis Area Interest

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Emphasis Area Interest

Emphasis Area survey

Thanks very much for participating in this poll. There is an interest bysome faculty to incorporate "emphasis areas" in the Department ofCoastal Sciences that reflect, more specifically, the professionalqualifications of students participating in the MS and PhD programs inour department. Your participation in this poll will allow us tounderstand whether there is a desire by the students to have emphasisareas. In brief, the emphasis area program is a voluntary andcompletely optional program within COA. Students opting not toparticipate in any emphasis area will continue to follow the degreerequirements outlined in the Graduate Student Handbook.

Four emphasis areas are proposed:Aquaculture Emphasis AreaFisheries and Fisheries Oceanography Emphasis AreaEnvironmental and Organismal Health Emphasis AreaCoastal Ecology and Ecosystem Processes Emphasis Area

The requirements for participants to successfully completeemphasis area requirements include: 1.) Coursework and 2.) Thesis/Dissertation projects consistent with the research focus ofthe chosen emphasis area.

Coursework requirements for each emphasis area are consistent with

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those of the graduate student handbook in terms of the number ofunits. The difference is participants in emphasis areas will have arequired set of "core" and "emphasis area specific" coursework. The“core” set of graduate level are COA 606 Biometry, COA 603Professional Skills, COA 601 Coastal Processes 1, and COA 602Coastal Processes 2. Emphasis area coursework is composedof courses that are specific to one of the chosen emphasis areas.

Notes on coursework requirements:

A minimum grade of a “B” grade in each of the emphasis area coursesis necessary to satisfy the requirement.

Course selection for each of the four emphasis areas is deliberatelyflexible to accommodate the diversity of participants' interests, whileadhering to a framework to ensure emphasis area expertise is met.

Substitution of graduatelevel course work from the core or emphasisarea specific courses is possible as long as 1.) the minimum grade ismet and 2.) that the student’s graduate committee approves thesubstitution. The selection of the courses to fulfill minimumrequirements is to be made with guidance and approval of the majorprofessor and the committee.

What it means to you:If you choose to participate your degree will be an MS or PhD inCoastal Sciences with an emphasis in one of the four areas of yourchoice. This will be reflected on your paperwork and your diploma.

It is not clear to what extent the University will allow students toretroactively participate in emphasis areas this is one of the manyissues I am working on, as this moves forward. It is my intention to doso, but there are a lot of moving parts right now. At a minimum, yourparticipation in the survey will allow us to keep the ball rolling bydocumenting the need for emphasis areas, if there is one. Please usethe comment box at the end to help me be responsive to your needs.

If you would prefer to talk with me directly and discuss the emphasisarea process, contact me by email: [email protected]. I would behappy to discuss it with you, regards, Robert

1. Degree sought:

MS

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Enclosure #2



PhD

2. My research interests coincides with one of the EmphasisArea titles

Yes

No

3. If I participated in an emphasis area, it would be:

4. I believe that a Degree in Coastal Sciences does notcommunicate with specificity my primary research, academic,and vocational interests.

Yes

No

5. I believe an emphasis area designation will be a valuableaddition to my diploma because it will document my expertise.

Yes

No

6. Given what I know, I think emphasis areas are a potentiallyvaluable addition to the department of Coastal Sciences.

Yes

No

7. Given what I know, I would be interested in participating in anEmphasis Area:

Yes

No

Enclosure #2



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8. I believe having an Emphasis Area designation on my degreewill enhance my ability to obtain desired employment in my fieldof interest.

Yes

No

9. Use this box to provide comments, questions, etc. I will try torespond to them prior to your next MEGSA meeting, Robert

Done

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October 7, 2015

Robert Leaf, PhD

Assistant Professor

Department of Coastal Sciences


703 East Beach Dr.

Ocean Springs, MS 39564

Dear Dr. Leaf,

The World Aquaculture Society is pleased to learn of a proposed revision of the USM

Department of Coastal Sciences curriculum to meet the needs of the academic and vocational

demands of Aquaculture research and development. Currently, there are very few education

programs with a focus on Aquaculture.

There is a recognized shortage of skilled Aquaculture scientists and an increased global demand

for science-based information and technology. USM’s Department of Coastal Sciences,

Aquaculture Emphasis Area provides advanced training and there is a need for this in industry

and academia. We support the efforts made by the University of Coastal Sciences to establish an

emphasis area in this field.

The World Aquaculture Society (WAS) was founded in 1969 as the World Mariculture Society.

Since its beginning the membership in WAS has grown to more than 2,000 members in about 65

countries representing the global aquaculture community. The WAS provides leadership for

enhanced international communications, collaboration and information exchange. The World

Aquaculture Society is a dynamic organization capable of responding to change and is

recognized for its professional credibility in aquaculture science, technology and education.

The WAS is pleased to support the establishment of the Aquaculture Emphasis area in USM

Department of Coastal Sciences.

Sincerely yours,

Dr. Rebecca Lochmann, President

World Aquaculture Society

Enclosure 3

1821 MICHAEL FARADAY DRIVE, SUITE 300, RESTON, VIRGINIA 20190 Telephone: 703.438.3115 Fax: 703.438.3113 Email: [email protected] Website: www.toxicology.org

October 20, 2015 Robert Leaf, PhD Department of Coastal Sciences The University of Southern Mississippi 703 East Beach Dr. Ocean Springs, MS 39564 Dear Dr. Leaf, The Society of Toxicology (SOT) is pleased to learn of a proposed revision of the USM Department of Coastal Sciences curriculum to meet the needs of the academic and vocational demands of Environmental and Organismal Health research and development. Currently, there are very few graduate education programs with a focus on Environmental and Organismal Health. Calls to action on the national level, such as the 2012 NIH Workforce Report, encourage graduate programs to assess potential career paths and provide curricula that are tuned to more specific career preparation, as this proposal would do. There is a recognized shortage of skilled Environmental and Organismal Health scientists and an increased global demand for science-based information and technology. USM’s Department of Coastal Sciences, Environmental and Organismal Health Emphasis Area provides advanced training and there is a need for this in industry and academia. We anticipate strong continuing demand for scientists with the expertise that will be developed. In establishing an emphasis area in this field the University of Coastal Sciences would provide valuable training for graduates. The Society of Toxicology (SOT) is a professional and scholarly organization of scientists from academic institutions, government, and industry representing the great variety of scientists who practice toxicology in the US and abroad. The Society’s mission is to create a safer and healthier world by advancing the science and increasing the impact of toxicology throughout the world. SOT collaborates with other scientific societies, is a forum for discussion of public and environmental health policies, and promotes the recruitment, education, and development of a diverse and creative community of scientists. SOT is recognized for its professional credibility in toxicology science and education. We are pleased to support the proposal for the Environmental and Organismal Health Emphasis area in USM Department of Coastal Sciences. Sincerely,

Betty J. Eidemiller, PhD Director of Education

Enclosure 4

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A M E R I C A N I N S T I T U T E O F F I S H E R Y R E S E A R C H B I O L O G I S T S

November 23, 2015 To: The University of Southern Mississippi, Department of Coastal Sciences The American Institute of Fishery Research Biologists (AIFRB) was incorporated to advance the theory and practice of fishery science and thereby to promote the conservation and wise utilization of natural resources, and to establish and maintain high professional standards by formal recognition of achievement and by adherence to a code of Ethics. The AIFRB Mission Statement reads: The mission of this Institute, incorporated in 1956, is to advance excellence in fishery science and to promote stewardship, conservation, sustainability, and wise utilization of natural resources, through support in professional development and recognition of competent achievement of its members, as measured by the highest of professional standards. AIFRB provides leadership for enhanced international communications, collaboration and information exchange and is a dynamic organization recognized for its professional credibility in fishery science and education. AIFRB believes that currently there are too few graduate education programs that include a focus on fisheries and fisheries oceanography. There is a recognized shortage of skilled fisheries and fisheries oceanography scientists and an increased global demand for professionals with expertise in science-based information and technology. AIFRB is therefore pleased to learn of a proposed curriculum revision of the University of Southern Mississippi (USM) Department of Coastal Sciences to meet the needs of academic and vocational demands of fisheries and fisheries oceanography research and development. We understand that the proposed revision will allow students to specialize in one of four emphasis areas:

• Aquaculture Emphasis, • Fisheries and Fisheries Oceanography, • Environmental and Organismal Health, and • Coastal Ecology and Ecosystem Processes.

Enclosure 5

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We further understand that a set of foundational “core” classes and a subset of “emphasis area” related classes will be required, that will include:

• Ecology of Fishes • Data Analysis in the Coastal Sciences • Topics in Fisheries Ecology • Quantitative Fisheries Management • Marine Conservation Genetics • Special Topics in Early Life History of Fishes

From review of the above, it appears that USM’s Department of Coastal Sciences is on the right track for providing advanced training in Fisheries and Fisheries Oceanography, for which there is a need in industry and academia. We therefore support the efforts made by USM’s Department of Coastal Sciences to establish the above emphasis areas in the fields of Fisheries and Fisheries Oceanography. Best Regards,

Thomas P. Keegan President CC: Mr. Allen Shimada, AIFRB Communications Ms. Sarah Gilbert Fox, AIFRB Communications

Dr. Barbara Warkentine, AIFRB Secretary

Enclosure 5

Graduate programs should describe (1) how the literature of the discipline will be incorporated into the curriculum requirements and (2) how the students will be engaged in ongoing research or appropriate professional practice and training experiences.

How literature of the discipline will be incorporated into the curriculum requirements:

The curriculum in the Emphasis Area program in Coastal Sciences is composed of two components. The first is a series of four foundational courses that include the courses COA 606 Biometry in Coastal Sciences, COA 603 Professional Skills, COA 601 Coastal Processes 1, and COA 602 Coastal Processes 2. The second phase of the curriculum is emphasis-area related coursework in the emphasis areas “Aquaculture”, “Fisheries and Fisheries Oceanography”, “Aquatic Health Sciences”, and “Coastal Ecology and Ecosystem Processes”.

The pedagogical approach used in the graduate curriculum in the Department of Coastal Sciences focuses on student exposure, comprehension, and critical thinking. Courses in each of these components directly incorporates contemporary and historical literature relevant to the coursework. This is true for those courses that are defined as “tools” courses as well as “non-tools” courses. The member departmental faculty involved in each of the emphasis areas recognizes the importance of exposing students to the the primary literature of their specific disciplines.

For example, although COA 606 Biometry in Coastal Sciences is a tools class it also has a focuses on the primary literature that addresses the fundamentals of description, experimental design, and inference. Papers that are required reading for this class include:

Andrew, N. L., and A. J. Underwood. Density-dependent foraging in the sea urchin Centrostephanus rodgersii on shallow subtidal reefs in New South Wales, Australia. Marine Ecology-Progress Series 99 (1993): 89-89.

Burnham, K.P., D.R. Anderson, and K.P. Huyvaert. AIC model selection and multi-model inference in behavioral ecology: some background, observations, and comparisons. Behavioral Ecology and Sociobiology 65.1 (2011): 23-35.

Hurlbert, S.H. Pseudoreplication and the design of ecological field experiments. Ecological Monographs 54.2 (1984): 187-211.

Underwood, A.J. Experiments in ecology: their logical design and interpretation using analysis of variance. Cambridge University Press, 1997.

COA 606 Biometry in Coastal Sciences is not unique in highlighting classic and contemporary literature. COA 602 Coastal Processes 2 students are exposed to a synthetic approach to primary production, benthic processes, and land-margin processes in the coastal environment. This coursework is based on principles and historical development that are grounded in classic primary literature – class readings are listed below:

Alongi, D.M. 1998. Coastal Ecosystem Processes, CRC Press, Boca Raton. Blaber, S.J.M. 1997. Fish and Fisheries of Tropical Estuaries. Chapman & Hall, Inc.,

London.

Boesch, D.F. and R.E. Turner. 1984. Dependence of fishery species on salt marshes: the role of food and refuge. Estuaries 7:460-468.

Bulger, A.J. et al. (1993). Biologically-based estuarine salinity zones derived from a multivariate analysis. Estuaries 16:311-322.

Chapman, C.R. 1966. The Texas basins project. In: Smith, R. et al. (eds), Symposium on

Estuarine Fisheries, Amer. Fish. Soc. Spec Publ. No. 3:83-92. Day, J.W. Jr. et al. 1989. Estuarine Ecology. John Wiley & Sons, New York. Deaton, L.E. & M.J. Greenberg. (1986). There is no Horohalinicum. Estuaries 9:20-30. Friedland et al. 1996. Formation and seasonal evolution of Atlantic menhaden juvenile

nurseries in coastal estuaries. Estuaries 19:105-114. Gunter, G. 1967. Some relationships of estuaries to the fisheries of the Gulf of Mexico.

In: Estuaries, Lauff, G.H. (ed). Amer. Assoc. Adv. Sci., Washington, D.C. pp. 621-638. Harrison, T.D. & A.K. Whitfield. 2006. Estuaruine typology and the structuring offish

communities in South Africa. Environmental Biology of Fishes 75:269-293. Kinne, 0. (1971). Salinity: animals-invertebrates, pp 821-996.In: 0. Kinne (ed),

MarineEcology, Vol. 1, Part 2. J. Wiley & Sons. Khlebovich, V.V. (1968). Some peculiar features ofthe hydromineral regime and the

fauna of mesohaline waters. Marine Biology 2:277-304. Levinton, J.S. (1982). Marine Ecology, Prentice Hall, NY. Livingston, R.J. (1992). Medium-sized rivers of the Gulf coastal plain. In: Hackney et al.

(eds), Biodiversity of the Southeastern United States-aquatic communities. John Wiley & Sons, Inc., New York. pp. 351-385.

McHugh, J.L. 1967. Estuarine nekton. In: Estuaries, Lauff, G.H. (ed). Amer. Assoc. Adv. Sci.,Washington, D.C. pp. 581-620.

Moore et al. 1970. Relative abundance, seasonal distribution, and species composition of demersal fishes offLouisiana and Texas, 1962-1964. Contr. Mar. Sci. 15:45-70.

Moore, R.H. 1992. Low salinity bw.:kbays anJ lagoons. In: Hackney el ul. (eus), Biuuiversity of the Southeastern United States-aquatic communities. John Wiley & Sons, Inc., New York. pp. 541-614.

Morris et al. (1978). Very low salinity regions of estuaries: imp01iant sites for chemical and biological reactions. Nature 274:678-670.

Morris et al. (1990).Dependence of estuarine productivity on anomalies in mean sea level. Limnolot,ry & Oceanography 35(4):926-930.

Nixon, S.W. 1980. Between coastal marshes and coaster waters-a review of twenty years of speculation and research on the role of salt marshes in estuarine productivity and water chemistry. In: Hamilton, P. & K. MacDonald (eds), Estuarine and Wetland Processes. Plenum Press, NY. Pp 437-525.

Odum, W.E. (1984). Dual-gradient concept of detritus transport and processing in estuaries. Bull. Mar. Sci. 35:510-521.

Odum, W.E. (1988). Comparative ecology oftidal freshwater and salt marshes. Ann. Rev. Ecol. Syst. 19:147-176.

Odum, W.E. et al. (1995). Nature's pulsing paradigm. Estuaries 18:547-555. Peterson et al. (1995). The role of climate in estuarine variability. American Scientist

83:58-67. Peterson, M.S. & M. R. Meador. (1994). Effects of salinity on freshwater fishes in

coastal plain drainages in the southeastern U.S. Reviews in Fishery Science 2(2):95-121.

Remane, A. & C. Schlieper (1971). Biology of Brackish Water, John Wiley & Sons. Turner, R.E. et al. 2006. Wetland sedimentation from Hurricanes Katrina and Rita. Science 314:449.

Supporting documentation #5

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In each of the emphasis areas the specific courses (listed in the programs of study outlined in this proposal) generally have a strong focus on providing students with the primary literature. For example, the course COA 640 Quantitative Fisheries Management in the Fisheries and Fisheries Oceanography emphasis area includes reading the following papers:

Caddy, J. F. and R. Mahon. 1995. Reference points for fisheries management. Food and Agriculture Organization of the United Nations, Rome.

Cailliet, G. M., W. D. Smith, H. F. Mollet, and K. J. Goldman. 2006. Age and growth studies of chondrichthyan fishes: the need for consistency in terminology, verification, validation, and growth function fitting. Environmental Biology of Fishes 77:211-228.

Frisk, M. G., Miller, T.J., and Fogarty, M.J. 2002. The population dynamics of little skate Leucoraja erinacea, winter skate Leucoraja ocellata, and barndoor skate Dipturus laevis: Predicting exploitation limits using matrix models. ICES Journal of Marine Science 59:576-586.

Harley, S. J., R. A. Myers, and A. Dunn. 2001. Is catch-per-unit-effort proportional to abundance? Canadian Journal of Fisheries and Aquatic Sciences 58:1760-1772.

Iles, T. 1994. A review of stock-recruitment relationships with reference to flatfish populations. Netherlands Journal of Sea Research 32:399-420.

Kahn, D. M. and T. E. Helser. 2005. Abundance, dynamics and mortality rates of the Delaware Bay stock of blue crabs, Callinectes sapidus. Journal of Shellfish Research 24:269-284.

Prager, M. H., J. F. O'Brien, and S. B. Saila. 1987. Using lifetime fecundity to compare management strategies: a case history for striped bass. North American Journal of Fisheries Management 7:403-409.

Smith, M. W., A. Y. Then, C. Wor, G. Ralph, K. H. Pollock, and J. M. Hoenig. 2012. Recommendations for Catch-Curve Analysis. North American Journal of Fisheries Management 32:956-967.

Van Winkle, W., K. A. Rose, and R. C. Chambers. 1993. Individual-based approach to fish population dynamics: an overview. Transactions of the American Fisheries Society 122:397-403.

This format of focus on the primary literature as a pedagogical tool is ubiquitous in the coursework for the Department of Coastal Sciences. For example the course COA 690/790 Special Topics in Historical Ecology and Foundations in Coastal Ecology uses a diverse set of literature:

Hutchinson, G.E. (1959). Homage to Santa Rosalia or Why are there so many kinds of animals? Am. Nat. 43:145-159.

Hutchinson, G.E. (1961). The paradox of the Plankton. Am. Nat. 95:137-145. Silver et al. (1978). Marine snow: microplankton habitat and source of small scale

patchiness in pelagic populations. Science 201:371-373. Ryther, J.H. (1969). Photosynthesis and fish production in the sea. Science 166:72-76. Dayton and Hessler. (1972). The role of biological disturbance in maintaining diversity in

the deep sea. Deep Sea Res. 19:199-208.


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Connell, JH (1978). Diversity in tropical rain forests and coral reefs. Science 199:1302-1309.

Connell,J.H. (1980): Diversity and the coevolution of competitors, or the ghost of competition past. Oikos 35:131-138.

Connell, JH (1961). The influence of interspecific competition and other factors on the distribution of the barnacle Chthamalus stellatus. Ecology 42:710-723.

Paine, R.T. (1974): Intertidal community structure: Experimental studies on the relationship between a dominant competitor and its principal predator. Oecologia 15:93-120.

Brown, W.L. Jr. and E.O. Wilson. (1956). Character displacement. 5: 49-64. Schluter, D. (1994). Experimental evidence that competition promotes divergence in

adaptive radiation. Science 266: 798 -801. Grant, P.R. (1994). Ecological character displacement. Science, New Series 266: 746-

747. Schoener,T.W. (1974): Resource partitioning in ecological communities. Science 185:27-

39. Connor, E.F. and D. Simberloff (1984). Neutral models of species’ co-occurrence

patterns. In: Strong et al. (eds), Ecological communities. Conceptual issues and the evidence. pp. 316-331. Princeton University Press, Princeton, N.J.

Sale, P.F. (1978): Coexistence of coral reef fishes - a lottery for living space. Env. Biol. Fishes 3(1):85-102.

Lindeman, R.L. (1942). The trophic-dynamic aspect of ecology. Ecology 23: 399-417. Odum, E.P. (1969). The strategy of ecosystem development. Science 164:262-270. Haines, E.B. (1977). The origins of detritus in Georgia salt marsh estuaries. Oikos

29:254-260. Dame, R., T. Chrzanowski, K. Bildstein, B. Kjerfve, H. McKellar , D. Nelson, J.

Spurrier, S. Stancyk, H. Stevenson, J. Vernberg & R. Zingmark. (1986). The Outwelling Hypothesis and North Inlet, South Carolina. Marine Ecology Progress Series 33:217-229.

Deegan, L. A. (1993). Nutrient and energy transport between estuaries and coastal marine ecosystems by fish migration. Canadian Journal of Fisheries and Aquatic Sciences 50:74-79.

Darnaude, A.M. et al. (2004). Trophodynamic linkage between river runoff and coastal fishery yield elucidated by stable isotope data in the Gulf of Lions (NW Mediterranean). Oecologia 138:325-332.

Karl, DM (1982). Microbial transformations of organic matter at oceanic interfaces: a review and prospectus. EOS 63:138-140.

Southwood, T. R. E. (1977). Habitat, the Templet for Ecological Strategies? Journal of Animal Ecology 46: 336-365.

Simberloff, D.S. and E.O. Wilson. (1969). Experimental zoogeography of islands: the colonization of empty islands. Ecology 50:278-296.

Pyke,G.H., H.R. Pulliam, and E.L. Charnov. (1977). Optimal foraging: a selective review of theory and tests. Quart. Rev. Biol. 52(2):137-154.


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MacArthur, R.H. and E.R. Pianka. (1966). On optimal use of a patchy environment. The American Naturalist 100 (916): 603-609.

Hairston, N.G., F.E. Smith, and L.B. Slobodkin. (1960). Community structure, population control, and competition. The American Naturalist 94:421-425.

Connell, J.H. and R.O. Slayter. (1977). Mechanisms of succession in natural communities and their role in community stability and organization. The American Naturalist 111:1119-1144.

Sousa, W. (1979). Experimental investigation of disturbance and ecological succession in a rocky intertidal algal community. Ecological Monographs 49:227-254.

Underwood, A.J. and P. Jernakoff. (1981). Effects of interactions between algae and grazing gastropods on the structure of a low shore intertidal algal community. Oecologia 48:221-233.

Hurlbert, S.H. (1984). Pseudoreplication and the design of ecological field experiments. Ecological Monographs 54(2):187-211.

Platt, J.R. (1964). Strong inference. Science 146:347-353.


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Document how the students will be engaged in ongoing research, professional practice, and training experiences:

The Department of Coastal Sciences and its proposed emphasis area program has at its core a commitment for students to engage in research, professional practice, and training. This is accomplished through the required thesis and dissertation project that must be completed in order for the MS and PhD degrees to be conferred. Students participate and are mentored in their research. Participant-centered is performed by having students be the primary investigators in their research. This type of learning is the most effective way to construct, organize, and critically apply concepts in the sciences. By participating in analysis, reflecting on the relevance of subject matter, and being challenged to apply concepts across disciplines, students personalize their learning experience and are able to grasp knowledge and apprehend the complexity of subject material.

Plan of Study: Coastal Sciences (Aquaculture) M.S. Hours required: 30

Name Email & Telephone Student IDAdmit Term

Intended Graduation Semester Advisor:

Coursework: List Class Grade Hours Substitute Transfer Milestones: Check DeadlinesRequired: Plan of Study Form Submitted to Graduate SchoolCOA 606 Biometry Research & Scholarly Integrity Education (RCR)COA 603 Professional Skills 18 hrs of Coursework at 600 Level of HigherCOA 601 Coastal Processes 1 No Incomplete Grades COA 602 Coastal Processes 2 3.0 GPA Required for Graduation

Application for Degree Forms filed in Graduate SchoolSix (6) credit hours in a combination of: Comprehensive ExamCOA 690/790 Marine Aquaculture Exit SurveyCOA 608 Water QualityCOA 690/790 Aquatic animal healthCOA 690/79 Aquaculture GeneticsCOA 690/790 Aquatic Physiology

Six (6) credit hours in:COA 691 Research in Coastal Sciences

Six (6) credit hours in:COA 698 Thesis

SIGNATURES: DATEStudent

AdvisorChair

Plan of Study: Coastal Sciences (Fisheries and Fisheries Oceanography) M.S. Hours required: 30




Application for Degree Forms filed in Graduate SchoolSix (6) credit hours in a combination of: Comprehensive ExamCOA 746 Ecology of Fishes Exit SurveyCOA 605 Data Analysis in the Coastal SciencesCOA 742 Topics in Fisheries EcologyCOA 640 Quantitative Fisheries ManagementCOA 709 Marine Conservation GeneticsCOA 690/790 Special Topics in Early Life History of Fishes




AdvisorChair

Plan of Study: Coastal Sciences (Aquatic Health Sciences) M.S. Hours required: 30




Application for Degree Forms filed in Graduate SchoolSix (6) credit hours in a combination of: Comprehensive ExamCOA 610 Coastal and Marine Pollution Exit SurveyCOA 617 Marine ToxicologyCOA 690/790 Special Topics in Aquatic PhysiologyCOA 690/790 Special Topics in Special Topics in Epidemiology & PathologyCOA 690/790 Special Topics in Steroid Biochemistry




AdvisorChair

Plan of Study: Coastal Sciences (Coastal Ecology and Ecosystem Processes) M.S. Hours required: 30




Application for Degree Forms filed in Graduate SchoolSix (6) credit hours in a combination of: Comprehensive ExamCOA 645 Benthic Ecology Exit SurveyCOA 746 Ecology of FishesCOA 690/790 Special Topics in Marine BotanyCOA 690/790 Special Topics in Stable Isotope EcologyCOA 690/790 Special Topics in Historical Ecology and Foundations in Coastal EcologyCOA 690/790 Special Topics in Ecological Data & Modeling




AdvisorChair

Hours required: 54



Coursework: List Class Grade Hours Substitute Transfer Milestones: Check DeadlinesRequired: Plan of Study Form Submitted to Graduate SchoolSixteen (16) credit hours in: Research & Scholarly Integrity Education (RCR)COA 791 Research in Coastal Sciences 18 hrs of Coursework at 600 Level of Higher

No Incomplete Grades Twelve (12) credit hours in: 3.0 GPA Required for GraduationCOA 898 Dissertation Application for Degree Forms filed in Graduate School

Comprehensive ExamEleven (11) credit hours in Electives Exit Survey

Fifteen (15) credit hours must be taken in "Research Tools"COA 791 Research, COA 797 Independent Study, and COA 898 Dissertation do not count as electives or research tools for the Ph.D.

Of the Electives and Research Tools (total 26 units):Nine (9) credit hours in taken in a combination of:COA 606 BiometryCOA 603 Professional SkillsCOA 601 Coastal Processes 1COA 602 Coastal Processes 2

Twelve (12) credit hours in a taken in a combination of:COA 690/790 Marine Aquaculture COA 608 Water QualityCOA 690/790 Aquatic animal healthCOA 690/79 Aquaculture GeneticsCOA 690/790 Aquatic Physiology


AdvisorChair

Plan of Study: Coastal Sciences (Aquaculture) PhD (candidate has a MS degree)

Hours required: 54








Twelve (12) credit hours in a taken in a combination of:COA 746 Ecology of FishesCOA 605 Data Analysis in the Coastal SciencesCOA 742 Topics in Fisheries EcologyCOA 640 Quantitative Fisheries ManagementCOA 709 Marine Conservation GeneticsCOA 690/790 Special Topics in Early Life History of Fishes


AdvisorChair

Plan of Study: Coastal Sciences (Fisheries and Fisheries Oceanography) PhD (candidate has a MS degree)

Hours required: 54








Twelve (12) credit hours in a taken in a combination of:COA 610 Coastal and Marine PollutionCOA 617 Marine ToxicologyCOA 690/790 Special Topics in Aquatic PhysiologyCOA 690/790 Special Topics in Special Topics in Epidemiology & PathologyCOA 690/790 Special Topics in Steroid Biochemistry


AdvisorChair

Plan of Study: Coastal Sciences (Aquatic Health Sciences) PhD (candidate has a MS degree)

Hours required: 54








Twelve (12) credit hours in a taken in a combination of:COA 645 Benthic EcologyCOA 746 Ecology of FishesCOA 690/790 Special Topics in Marine BotanyCOA 690/790 Special Topics in Stable Isotope EcologyCOA 690/790 Special Topics in Historical Ecology and Foundations in Coastal EcologyCOA 690/790 Special Topics in Ecological Data & Modeling


AdvisorChair

Plan of Study: Coastal Sciences (Coastal Ecology and Ecosystem Processes) PhD (candidate has a MS degree)

Hours required: 84



Coursework: List Class Grade Hours Substitute Transfer Milestones: Check DeadlinesRequired: Plan of Study Form Submitted to Graduate SchoolTwentyeight (28) credit hours in: Research & Scholarly Integrity Education (RCR)COA 791 Research in Coastal Sciences 18 hrs of Coursework at 600 Level of Higher


Comprehensive ExamTwentynine (29) credit hours in Electives Exit Survey


Of the Electives and Research Tools (total 44 units):Twelve (12) credit hours in taken in a combination of:COA 606 BiometryCOA 603 Professional SkillsCOA 601 Coastal Processes 1COA 602 Coastal Processes 2

Twelve (12) credit hours in a taken in a combination of:COA 690/790 Marine Aquaculture COA 608 Water QualityCOA 690/790 Aquatic animal healthCOA 690/79 Aquaculture GeneticsCOA 690/790 Aquatic Physiology


AdvisorChair

Plan of Study: Coastal Sciences (Aquaculture) PhD (candidate has a BS degree)

Hours required: 84








Twelve (12) credit hours in a taken in a combination of:COA 746 Ecology of FishesCOA 605 Data Analysis in the Coastal SciencesCOA 742 Topics in Fisheries EcologyCOA 640 Quantitative Fisheries ManagementCOA 709 Marine Conservation GeneticsCOA 690/790 Special Topics in Early Life History of Fishes


AdvisorChair

Plan of Study: Coastal Sciences (Fisheries and Fisheries Oceanography) PhD (candidate has a BS degree)

Hours required: 84








Twelve (12) credit hours in a taken in a combination of:COA 610 Coastal and Marine PollutionCOA 617 Marine ToxicologyCOA 690/790 Special Topics in Aquatic PhysiologyCOA 690/790 Special Topics in Special Topics in Epidemiology & PathologyCOA 690/790 Special Topics in Steroid Biochemistry


AdvisorChair

Plan of Study: Coastal Sciences (Aquatic Health Sciences) PhD (candidate has a BS degree)

Hours required: 84








Twelve (12) credit hours in a taken in a combination of:COA 645 Benthic EcologyCOA 746 Ecology of FishesCOA 690/790 Special Topics in Marine BotanyCOA 690/790 Special Topics in Stable Isotope EcologyCOA 690/790 Special Topics in Historical Ecology and Foundations in Coastal EcologyCOA 690/790 Special Topics in Ecological Data & Modeling


AdvisorChair

Plan of Study: Coastal Sciences (Coastal Ecology and Ecosystem Processes) PhD (candidate has a BS degree)

THE UNIVERSITY OFSOUTHH,RN MI SSI SSIPPI-UNIVERSITY TIBRARIES

118 College Drive #5053 | Hattiesburg, Mississippi 39405-0001

Phone: 60L.266.4241 l Fax:60L.265.6033 | [email protected] I lib.usm.edu

To whom it may concern:

0ctober 6,?ALs

This letter is to confirm the level of impact the emphasis areas within the Department of

Coastal Science which are [lJ Coastal Ecology and Ecosystem Processes, (2J Environmental

and Organismal Health, [3) Fisheries and Fisheries Oceanography, and (a) Aquaculture will

have on library acquisitions.

University of Southern Mississippi Libraries supports collections for undergraduate and

graduate programs in tle coastal sciences, marine biology, and related fields, and has

information resources currently in place to adequately support these emphasis areas.

Electronic subscription database s-Biological Abstracts, GeoRef, Science Direct, Scopus, Web

of Science, and Zoological Recordwith access to numerous electronic journal titles in related

fields of coastal and marine sciences provide students and faculty with access to

information necessary to support research, teaching and learning. It should also be noted

these resources are acquired through licensing mechanisms that carry with them an

average annual inflation factor of approximately 5%0. As electronic scholarly information

resources become increasingly critical in our knowledge-based society, library collection

budgets should reflect this fiscal reality.

As well as adequate electronic resources listed above, the Department of Coast Sciences is

sited at the Gulf Coast Research Laboratory where faculty and students have access to the

Gunter Library, a research-level special library with collections in coastal and marine

sciences includingT,682 print journal titles, L0,522 books, and 30,935 reports, documents,

and reprints.

Sincerely,

kq{w Wtr/'tfu^'Joyce M. ShawJohn Eye

Dean of University Libraries Head, Gunter Library

Professor, University Libraries

A statement related to personnel and resource requirements, including faculty lines and graduate assistantships: The proposed emphasis area program in Coastal Sciences does not require additional personnel or resources. No additional faculty lines or graduate assistantships are required. The current faculty is adequate for provisioning the emphasis area program in Coastal Sciences.

Documents

Department of Coastal Sciences - WordPress.com · 2. Effective Date: Fall Semester 2016. 3. Emphasis Assessment Plan: Enclosure 1.1 and 1.2 is the Emphasis Area assessment plans which