College of the Sciences Primate Behavior and Ecology Program

VII.B. What Challenges Remain?

Although the program is well equipped and has a room (Farrell Hall 320) for storing and using equipment and reading and audiovisual materials, it has proved difficult to make these materials consistently available to the students due to security concerns. A TA could be hired to staff the room, help with reshelving, and oversee how books and articles are loaned out for copying. He or she could also be responsible for developing an equipment checkout sheet and monitoring the state of the equipment when it is returned. The anthropology department is moving to a new building (Dean Hall), and the primate room in that building could be equipped with a key card issued to students on a quarterly basis; this would reduce but not eliminate security concerns. If used more consistently, however, this room might also provide students with a home base for socializing, studying, and for student group meetings. This seems particularly important because Primate Behavior and Ecology students have different second majors and have few opportunities to interact with other primatologists outside of classes.

Program faculty are in the process of developing an assessment plan for both the BS and the proposed MS programs. In November 2007, we had a retreat during which we selected an assessment model, with plans to begin collecting data in winter quarter 2008. Incorporating assessment will require some major adjustments in advising and additional time (for example, to conduct exit interviews). Continuity between directors in assessment plan is a concern, and 3 workloads release per year does not seem adequate for the director to oversee these changes. However, program faculty are undergoing review, developed an assessment plan, and proposed an MS degree all in the same year, so in future time invested might be less of an issue.

Alumni have proved difficult for program faculty to track. The alumni survey we created spring quarter 2007 was implemented by the university the following quarter and will help us more effectively track job placement. Job prospects are not strong in primatology, and this appears to be a major concern of our students that could be addressed more effectively in the curriculum. Contacts and internships are important in gaining access to scarce jobs, and we would like to use our program website to maintain contact among alumni, current students, and program faculty.

The biology department faculty have instituted curriculum changes that will impact on the Primate Behavior and Ecology curriculum. They have linked a 100-level chemistry series of three courses (CHEM 181, 182, 183) to the 100-level biology series of three courses (newly numbered BIOL 181, 182, 183) for majors. All six courses are prerequisites for General Ecology (BIOL 360). The three 100-level biology courses and the ecology course are in the Primate Behavior and Ecology core curriculum. The majority of program faculty were concerned about adding three chemistry classes to the program curriculum and the delays this might pose for our students. We eventually voted to make the following curriculum change:

• 
  PBE/BIOL students take CHEM 181, 182, 183; BIOL 181, 182, 183, 360
  
• 
  PBE/ANTH and PBE/PSY students take BIOL 101, 200, 201, and 302 (for ecology)
  

These program adjustments will necessitate a catalog change. Program faculty are not uniformly satisfied with the response to curriculum changes, and some of us question whether it is valid to title the degree Primate Behavior and Ecology.

Some program faculty express frustration over the continuing challenge of offering research opportunities throughout the curriculum. There appears to be scarce recognition of our extracurricular efforts or administrative attempts to facilitate the development and maintenance of research sites. This perceived lack of interest has impacted on faculty morale in this program at least.

In the past two years, the College of the Sciences has made a much appreciated effort to stabilize interdisciplinary programs such as Primate Behavior and Ecology. We still feel, however, that the college has not capitalized on the success of our program or done all it can to advertise these; for example, interdisciplinary programs are difficult to find on the college webpage. We encourage opportunities for our faculty to work with college staff to increase our program’s visibility.

VII.C. What Resources Have Been Provided in the Last 5 Years?

Some resources have been obtained by the faculty through intramural and extramural grants; others have been allocated by the dean of COTS. Recently received resources include equipment (camera, TV, DVD player, computer, video camera); computer software (The Observer); 3 workload units of release time for the program director; an increased program budget as part of Spheres of Distinction grant to stabilize interdisciplinary programs in general; and a full-time, tenure-track faculty position through a Spheres of Distinction grant. These resources enabled us to complete an MS degree program proposal, a program charter, and to develop of assessment methods for both the existing BS program and the proposed MS one.

VII.D. What Recommendations from the Previous Program Review are Outstanding?

This is the first program review for PBE, so the question is not applicable.

VII.E. What Past Recommendations Have Been Implemented?

This is the first program review for PBE, so the question is not applicable.

VII.F. Make a Comparison Between the last Program Review and Where the Program is Now

This is the first program review for PBE, so the question is not applicable.

VIII. Future Directions

VIII.A. Describe the Program’s Aspirations for the Next 3-5 Years

Over the next 3-5 years, program faculty plan to:

1. 
   Institute the Primate Behavior MS degree program, beginning fall quarter 2008.
   
2. 
   Make curriculum adjustments to the BS program based on changes in 100-level biology courses.
   
3. 
   Implement assessment plan for MS and BS programs.
   
4. 
   Make program resources (books, articles, computers, equipment) more accessible to our students, through the development of a monitoring and maintenance system.
   
5. 
   Find permanent sources of support for faculty and student research (field schools, etc.), particularly focusing on sources that provide adequate faculty compensation.
   
6. 
   Complete Spheres of Distinction full-time, tenure-track search (position shared between PBE and The Chimpanzee and Human Communication Institute) (search completed spring quarter 2008).
   
7. 
   Develop rationale to support hiring an additional full-time, tenure-track faculty member as part of the MS program, preferably with expertise in primate ecology and conservation.
   
8. 
   Develop more internship opportunities for students at BS and MS levels, including internships that focus on caretaker responsibilities and other job-related skills. This includes exploring an internship program with Oregon Primate Rescue (relocating from Oregon to Washington in 2008) and with Port Defiance Zoo in addition to revitalizing our connection to Woodland Park Zoo.
   
9. 
   Maintain existing recruitment efforts at Yakima Valley Community College, perhaps with expansion to other area community colleges such as Wenatchee.
   
10. 
    Work with COTS Development Officer Gina Banesh to foster more systematic connections with alumni (currently, relationships are maintained informally with particular professors).