ACADEMIC PROGRAM PROPOSAL FORM

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ACADEMIC PROGRAM PROPOSAL FORM (Revised: January 2021)

DIRECTIONS: Use this form when proposing a new major or primary field of study, new emphasis (BAS only), or new degree or certificate (30+credits) program. For more detail on the NSHE program approval process, see the last page of this form.

DATE SUBMITTED:

INSTITUTION: Nevada State College

REQUEST TYPE: New Degree New Major or Primary Field of Study New Emphasis (BAS only)

DEGREE: Check applicable box

Certificate: 30+ Credits Associate of Arts (AA) Associate of Science (AS) AA/AS Associate of Applied Science (AAS) Bachelor of Applied Science (BAS) Bachelor of Arts (BA) Bachelor of Science (BS) Master of Science (MS) Master of Arts (MA) Doctor of Philosophy (Ph.D.) Other or Named Degree:

MAJOR OR PRIMARY FIELD OF STUDY (i.e., Animal Science): Chemistry

INCLUDED IN THE NSHE PLANNING REPORT: Yes No (Website for NSHE Planning Reports: https://nshe.nevada.edu/administration/academic-student-affairs/reporting/planning/

TOTAL NUMBER OF CREDITS TO PROGRAM COMPLETION: 120

PROPOSED SEMESTER/TERM OF IMPLEMENTATION: Fall 2022

Action requested (specify full program title): This proposal requests the addition of a Bachelor of Science in Chemistry at Nevada State College.

A. Brief description and purpose of proposed program. For proposed certificates (30+ credits),provide any existing degree or program under which the certificate falls.

The proposed Bachelor of Science in Chemistry degree at Nevada State College is a versatile program that prepares students for career success in an array of fields and delivers a strong foundation in different facets of chemistry (e.g., organic/inorganic, analytical chem), with a particular focus on medical/biological

Date of AAC Approval:

Date of Board Approval:

06-09-21

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 09/09/21) Ref. ARSA-6, of 26

https://nshe.nevada.edu/administration/academic-student-affairs/reporting/planning/

https://nshe.nevada.edu/administration/academic-student-affairs/reporting/planning/

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aspects of chemistry. The program will provide students with the opportunity to choose one of the following two concentrations: (1) a biochemistry concentration or (2) a professional chemistry concentration. The biochemistry concentration will primarily serve premedical profession students (e.g., M.D., D.O., P.A., PharmD, pre-dental, pre-veterinarian) as well as students preparing for careers in the biochemical and biomedical professional fields. The professional chemistry concentration will serve students who are pursuing careers in professional chemistry and will have an emphasis on preparing students for graduate school. Students also can choose not to have a specific concentration, an option that is designed to serve students who wish to have relatively flexible degree requirements. This pathway – leading to a general chemistry degree – is ideal for those pursuing a career that requires a general understanding of chemical concepts. Example careers may include patent law, chemical or pharmaceutical sales positions, or specialized chemistry programs such as atmospheric chemistry. B. Provide a list and description of institutionally approved expected student learning outcomes Students will: 1. Develop a strong foundation in the fields of analytical, organic, inorganic, physical, and biological

chemistry. 2. Be able to conduct laboratory-based experiments, accurately record results, and formally present

experimental results. 3. Use problem solving skills, critical thinking, and analytical reasoning to reason appropriate solutions

to scientific problems. 4. Clearly and effectively communicate scientific results and literature both in writing and verbally for

audiences within the sciences and the general public. 5. Will explore areas of research within specific sub-disciplines in Chemistry as well as in allied fields

of science and technology. 6. Demonstrate the ability to apply chemistry in an interdisciplinary fashion. C. Provide an institutionally approved plan for assessing student learning outcomes The College is exploring an overhaul to our assessment system, but currently we incorporate two primary modes of assessment, with one emphasizing a deeper analysis of student learning (the Nichols method; Nichols & Nichols, 2005) and the other complementing this approach with a broader look at program elements. The former method is referred to as "Outcomes Assessment," and the latter is identified as "Program Assessment."

Outcomes Assessment The process of Outcomes Assessment occurs on a bi-annual basis for all degree programs. In October the Dean of the College of Liberal Arts and Sciences, in consultation with area Department Chairs, selects assessment chairs for each program under review, who in turn select a three-person committee of faculty reviewers. This committee typically consists of three individuals with expertise in the discipline under examination, but often will include a strategically-selected faculty member from outside of the discipline. In broad terms, the committee targets a single learning outcome, randomly selects student “artifacts” (i.e., major assignments) that presumably reflect outcome performance, and then devises a rubric to evaluate the artifacts. The resulting scores and qualitative observations are incorporated into a formal report that describes the strengths and weaknesses of the program and renders suggested revisions. The revisions are implemented and the process begins anew as faculty gauge the extent to which the program has improved. Several essential methodological elements enhance the quality and consistency of this process:


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1. Outcome alignment: Faculty strive to develop clear, concise learning outcomes that reflect meaningful achievements in the area of study. At the outset of each assessment cycle, faculty also are asked to carefully align these learning outcomes with institutional and school-wide missions and consensus goals of the field. In this fashion, we consistently ensure that each program contributes to larger strategic objectives and maximizes each student’s potential for success in his or her respective field. 2. Clear rubric: Assessment is most effective if the evaluation of student performance is guided by a rubric that minimizes ambiguity by relying on clear, widely understood definitions and rating scales. A rubric is “a predefined scoring scheme to guide the analysis of student performance or artifacts” (Nicholas & Nichols, 2005, p. 110). It is applied as a set of rules for evaluating student performance, and it establishes a criterion by which the student will be deemed successful (e.g., at least a 3 on a 4-point scale). To this end, rubrics “set a common understanding among multiple judges about what represents success in student learning” (Nichols & Nichols, 2005, p. 110). The rubric answers fundamental questions about how student performance will be measured, it discriminates between high and low quality student work, and it helps ensure that our judgments are valid and reliable. In general terms, it does this by clearly identifying several criteria by which a student’s performance can be judged (e.g., relied on empirical data, provided a clear thesis statement, etc.) and then by delineating performance levels for each criterion (e.g., unsatisfactory, satisfactory, proficient, & excellent). 3. Random Sampling: A random and robust sample of student work (referred to as “artifacts”) in this circumstance is our best chance of taking a representative snapshot of NSC student performance, and thereby is most likely to guide improvements that assist a broad proportion of our student population. Moreover, the artifacts selected for analysis are “key assessments” – culminating assignments that are designed to showcase important student knowledge and skills. 4. Interrater Reliability: Evaluating student work is an inherently subjective process that is particularly susceptible to the predilections of an individual evaluator. To minimize this subjectivity, each artifact is assessed by multiple independent raters, and the mean of these ratings is the critical outcome variable that guides recommendations about program changes. Moreover, the ratings from each evaluator are held to a high standard of inter-rater reliability to ensure that there is strong agreement among the different ratings, thereby ensuring that the outcome variable is not unduly influenced by the biases of a single individual. 5. Value added: For each outcome we assess a sample of student artifacts from lower division classes and a separate sample from upper division courses. In this fashion we can estimate how much progress students have made over time as a result of the quality of the instruction and curriculum in our law enforcement program. 6. Iterative philosophy: Importantly, the act of assessment does not exist in isolation; rather, it is a process that yields recommendations, the implementation of those recommendations, and a follow-up assessment to determine the effectiveness of the changes. At the close of this basic three-stage cycle, the process begins anew, which in many ways is the only response to a constantly evolving discipline and the ever-changing needs of businesses, organizations, and the community. Program Assessment In the years between the biannual Outcomes Assessment, faculty examine programs at a broader level. This type of assessment includes a comprehensive report from Institutional Research of the program's "vital signs" (e.g., enrollment, retention, and graduation trends) as well as another method that is tailored to the unique needs of the program. To this end, faculty have implemented program


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assessments that include audits of assignment quality, student surveys of the program, alumni surveys, and reviews of syllabi across the curriculum.

D. Contribution and relationship of program objectives to

i. NSHE Master Plan / Strategic Goals a. Access – Increase participation in postsecondary education The NSC chemistry degree program may have a considerable impact upon the NSHE universities (UNR and UNLV), both of which house graduate degree programs in chemistry and related fields. The chemistry degree being proposed will produce graduates with hands-on experience in a diverse range of laboratory subfields, and the large majority of them will acquire research experience through our program. Thus, it is likely that NSC chemistry graduates could feed into NSHE graduate programs in chemistry, physics, medicinal chemistry, and biochemistry. In addition, biochemistry and chemistry programs yield a high number of students that matriculate into medical programs such as M.D./D.O., P.A., PharmD, DDS, and other relevant, high-need fields. b. Success – Increase student success A Nevada State College chemistry degree also is expected to exert a positive impact on Nevada’s workforce. Currently, there is a need for chemists in Nevada within battery manufacturing (primarily Tesla), the mining community, the Water District, cannabinoid testing, the military (e.g., the U.S. Navy), materials production, and pharmaceutical operations. Additionally, a degree in chemistry capably provides students with the knowledge to serve as middle school and high school educators for nearly all scientific disciplines, provided that they also meet the licensure requirements for the Nevada Department of Education. Chemistry faculty are excited about pairing with NSC’s existing education programs and CCSD to produce high quality teachers for our community.

c. Close the Achievement Gap – Close the achievement gap among underserved populations A key component of the mission and vision for Nevada State College is our commitment to under-served populations. As of Fall 2020, Nevada State serves over 4600 students on its Henderson campus (not including concurrently enrolled high school students), and the college continues to experience significant enrollment growth. True to our mission, this growth has resulted in a student population that is diverse in every sense of the word, including a sizable proportion of first-generation (50%) and low-income (49%) students. Historically underrepresented racial and ethnic groups comprise approximately 70% of our student popoulation, and our students are predominantly female, with women making up roughly 79% of the overall student body. Consequently, a chemistry degree at Nevada State is exceptionally likely to produce a large proportion of graduates who are women and/or represent diverse racial/ethnic backgrounds. Our programs such as Nepantla, Sankofa, TRIO-SSS, Trio Upward Bound and our current $2.5 million Hispanic Serving Institution grant provide support and utilize proven best practices for supporting under-served populations. Moreover, our array of academic support services, including the Academic Success Center (tutoring), the Writing Center, the Advising Center, the RISE peer mentor program, and the Course Assistant program, among others, guide their peer support specialists through an extensive 4-day training workshop that focuses on a number of evidence-based practices to promote the success of a diverse student population. Additionally, other campus divisions and initiatives provide essential support to our students, including the CARE Team, the MaryDean Martin Library, our food pantry, and our Office of Community Engagement and Diversity Initiatives.


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d. Workforce – Collaboratively address the challenges of the workforce and industry

education needs of Nevada As noted in Section E.i below, chemistry is a versatile field that, in addition to preparing students for post-graduate opportunies in academia, can pave inroads to a variety of career opportunities that are relevant to this region. These include the chemical industry (notably pharma, mining, environmental analysis, and chemical quality control for this region), medical fields (M.D./D.O., PharmD, P.A., DDO which are more relevant than ever with the introduction of UNLV’s medical school), business (pharmaceutical, biomedical, or scientific sales), and law (e.g., patent law firms).

e. Research – Co-develop solutions to the critical issues facing 21st century Nevada and raise the overall research profile

The research focus at NSC mainly targets medicinal chemistry, which represents the background training of the majority of our current chemistry faculty. Our particular focus is the development of novel drugs/pharamceuticals, including antimicrobials/antibiotics, antitumor agents, and anti-psoriasis agents, as well as treatments for C. difficile and B. anthracis. Another avenue of interest is the development of fluorescent small molecule drug-like probes and molecular imaging agents to enable visualization tools for the biomedical community. Our goal here is to develop brighter and more robust imaging systems to enable medical discoveries, particularly at the cellular and molecular level. Finally, there is a focus on the generation of more efficient, novel, and robust reaction methodologies that are particularly focused on building common moieties found in drug-like and/or biologically active molecules. Aside from these important areas of focus, another strength of our program of research is that it typically involves collaborations with other departments on campus (e.g., biology) and has often provided undergraduate students with high-level research opportunities.

ii. Institutional mission and core themes

Our institutional mission states: "At Nevada State College, excellence fosters opportunity. Excellence in teaching leads to innovative, technology-rich learning opportunities that promote the acquisition of interdisciplinary knowledge and skills. Quality, affordable degree programs open the door to career success and enhanced quality of life for a diverse population of students. Our graduates, in turn, foster the greatest opportunity – the promise of a stronger community and a better future for all of Nevada." The proposed chemistry degree is well-aligned with our mission. It is rooted in interdisciplinary knowledge and skills, maintains the quality and affordability our students expect, and increases opportunities for career success and an enhanced quality of life by providing a viable degree path toward promising career and post-graduate opportunities. Ultimately, successful students will enter the workforce in a variety of high need fields, including chemistry, medicine, health science, environmental science, business, and law, and their contributions will enhance civic and economic outcomes in our state.

iii. Campus strategic plan and/or academic master plan

Nevada State College's 2019-2023 Planning Report lists a BS in Chemistry. The proposed Chemistry program also aligns with our 2020-2025 strategic goal of developing distinctive academic programs with the potential to transform students’ lives and enrich the community.

iv. Other programs in the institution

Nevada State College currently offers two BS degrees (Biology and Environmental Science) in the natural science disciplines. There is a need to create additional physical science programs to


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provide a wider range of training to better match the diverse interests of NSC students within physical science disciplines. Chemistry is a logical option, as it:

1. Contains a nearly complete core set of faculty to support the degree program. 2. Would require the addition of only 16 courses to offer a BS degree. 3. It can support additional programs in the future, such as forensics, physics, and chemical

engineering. 4. It is a highly versatile degree program that offers well-rounded training within the science.

Students engaging in chemistry also must be exposed to aspects of biology, biochemistry, math, and physics.

5. There is a demand in Nevada for well-trained chemists both in industry and to feed into graduate and medical programs at the university level.

Programs that will be impacted are predominantly in our Department of Physical and Life Sciences, and particularly physics, which will require the development of a calculus-based course. Outside of physics, core courses in other disciplines may see a small increase in the number of offered lower division courses.

v. Other related programs in the System

University of Nevada, Las Vegas - BS and MS in Biochemistry - BA, BS, MS, and PhD in Chemistry - PhD in Radiochemistry University of Nevada, Reno - BS, MS, and PhD in Biochemistry & Molecular Biology - BS, MS, and PhD in Chemistry Truckee Meadows Community College - AS in Chemistry

vi. If the program was not included in the NSHE Planning Report, please explain why.

N/A E. Evaluation of need for the program

i. The need for the program and the data that provides evidence of that need The field of chemistry is a highly versatile physical science field that provides excellent training for students preparing for a career in academia, the chemical industry (e.g., pharma, material production, mining, environmental analysis, chemical quality control, etc.), medical fields (e.g., M.D./D.O., PharmD, P.A.), business (pharmaceutical, biomedical, or scientific sales), or law (patent law firms). Moreover, students who graduate with a degree in chemistry benefit from traditionally having one of the lowest unemployment rates (e.g., in 2016, the Bureau of Labor Statistics reported 2.5%) and a relatively high median salary (e.g., in 2018, the Bureau of Labor Statistics reported $78,330/yr.), and enter careers that are equitable in terms of race and gender. Additionally, the employment of chemists has seen steady growth over the years and the most recent estimates of growth are approximately 7% (for 2018).


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An NSC bachelor’s degree in chemistry has been of interest since the creation of the chemistry minor, which has demonstrated healthy growth at an institution of our size. The number of students enrolled in the chemistry minor has consistently and steadily increased from 2013 through 2018, with a slight decrease observed in the last two years. In surveying biology students, typically 25-50% would consider pursuing a chemistry degree program if it were available at NSC.

ii. Student population to be served Nevada State College is known for its commitment to serving a diverse student population. In Fall 2020, approximately 79% of our students self-identified as female and 50% of our students self-identified as the first in their families to attend college. Our current enrollment reflects a higher than national average of students from diverse ethnic and cultural backgrounds, including a high number of Hispanic students. In fall 2020, 70% of our entire student population self-identified as belonging to a minority group and 42% self-identified as Hispanic. The addition of this program offers these students a new path to a graduate degree and new opportunities for high-paying, fulfilling career opportunities.

iii. Procedures used in arriving at the decision to offer the program The decision to offer a chemistry degree program began in 2013 with discussions among the chemistry faculty and upper administration. To further explore student interest, we developed a minor in chemistry that could be offered relying solely on existing faculty. As can be seen in Figure 1, the chemistry minor program has grown steadily each year (with a small dip in enrollment in fall 2019 and 2020). Additionally, in 2014 a Hanover market analysis was performed for a chemistry degree program in the Las Vegas area. The key findings were that: (1) A chemistry program offers a small but stable proportion of the bachelor’s degrees in the United States; (2) biochemistry and chemistry were the second and third most common majors, respectively, among students admitted to U.S. medical schools; (3) and chemistry programs that can tie into business or writing may have particular promise in our region. Given the creation of the UNLV medical school, the second point from the Hanover study resonated with faculty and campus leadership at NSC and a decision was made to begin developing the infrastructure for a chemistry degree program. This included the addition of physical, biochemical, and inorganic chemistry faculty lines to add on to our existing organic chemistry and lecturer faculty as well the acquisition of essential equipment (e.g., HPLC equipment and a 90 MHz NMR).

iv. Organizational arrangements required within the institution to accommodate the program Organizationally, this program will be housed in the School of Liberal Arts and Sciences under the Physical and Life Sciences department.

v. The timetable, with dates, for implementation steps December 2020 - Faculty Senate provided final approval of the degree proposal. January 2020 - The NSC Provost provided the final approval of the degree proposal.

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22

32 33 35

4944 42

Fa 13 Fa 14 Fa 15 Fa 16 Fa 17 Fa 18 Fa 19 Fa 20

Figure 1: Chemistry Minor Fall Semester Headcount


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June 2021 - The Academic Affairs Council of the NSC Board of Regents evaluates the Academic Program Proposal Form and provides feedback. September 2021 - The Academic, Research & Student Affairs (ARSA) committee of the Board of Regents reviews and approves/denies the proposed program. Dec. 2021 – If approved by the BoR, the Northwest Commission on Colleges and Universities reviews the program. Spring 2022 – If approved by the NWCCU, NSC begins accepting applications for the fall 2022 semester. August 2022 - NSC begins its first semester of the program.

vi. If this or a similar program already exists within the System, what is the justification for

this addition? Please describe the nature and extent of the consultation with other institutions that have similar programs. The proposed chemistry degree is designed to have a focus in medical/biological aspects of chemistry. Importantly, this offers undergraduates an experience that is different from what is provided by the excellent programs already in place at UNR and UNLV. Specifically, the proposed degree provides an explicit focus on biology by offering a concentration in biochemistry, which is unique in relation to the programs offered at our universities, and it offers a range of elective courses such Natural Products Chemistry, Medicinal Chemistry, Biomedical Biochemistry, and Biostatistics. Finally, NSC serves a very high proportion of female students, and a higher-than-average percentage of diverse students, and consequently can help introduce more women and students of color to the field of chemistry.

vii. Evidence of employment opportunities for graduates (state and national). Include information

on institutional review of the need for the program based on data from the Nevada P-20 Workforce Research Data System and/or any other applicable sources. As noted previously, students who graduate with a degree in chemistry benefit from having one of the lowest unemployment rates among college graduates (e.g., in 2016, Bureau of Labor Statistics reports 2.5%) and a relatively high median salary (e.g., in 2018, Bureau of Labor Statistics reports $78,330/yr.). Additionally, the employment of chemists has seen a steady growth over the years and the most recent estimates of growth are approximately 7% (for 2018).

F. Detailed curriculum proposal

i. Representative course of study by year (options, courses to be used with/without modification; new courses to be developed) See the attached “Chemistry 4-year plan_general track” that includes the course of study for the general chemistry degree.

ii. Program entrance requirements

None (other than the minimum requirements for admission to Nevada State College).

iii. Program completion requirements (credit hours, grade point average; subject matter distribution, preprogram requirements) Chemistry degree without concentration College Core Curriculum: 38-42 credits Major Requirements: 60-68 credits Electives: 22-30 credits Total Credits: 120 Note: see the attached “Degree Sheet (BS Chemistry General)” for complete curriculum


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Biochemistry Concentration Requirements College Core Curriculum: 38-42 credits Major Requirements: 67-76 credits Electives: 2-15 credits Total Credits: 120 Note: see the attached “Degree Sheet (BS Chem Biochemistry Concentration)” for complete curriculum

Professional Chemistry Concentration Requirements College Core Curriculum: 38-42 credits Major Requirements: 71-75 credits Electives: 3-11 credits Total Credits: 120 Note: see the attached “Degree Sheet (BS Chem Professional Chemistry Concentration)” for complete curriculum 1. 60 credits toward your degree must come from a four (4) year institution. 2. At least 30 credits must be completed in upper division coursework from Nevada State

College.

To graduate, students must have a minimum cumulative GPA of 2.0, including all post-secondary coursework attempted. Additionally, students must earn a Nevada State College overall GPA of at least 2.0.

iv. Accreditation consideration (organization (if any) which accredits program, requirements

for accreditation, plan for attaining accreditation - include costs and time frame) There are no special disciplinary accreditation requirements needed to implement this program. However, we will pursue program approval through the American Chemical Society within a timeframe of three years or less (from the launch of the program in fall 2022). Additional information regarding this approval can be found at www.acs.org.

v. For certificates only: Name of any state, national and/or industry recognized certification(s) or licensing examination(s) for which certificate prepares the student, if applicable N/A

G. Method of Delivery (for the purpose of state authorization [NC-SARA])

i. How will this academic program be delivered when the program begins?

(mark all that apply) 100% face-to-face courses Hybrid (some online courses, some face-to-face courses) [Note: for chemistry at

Nevada State there would be a greater balance of in-person courses] 100% online courses

ii. Learning Placements

Does the academic program have learning placements (e.g., internships, externships, clinical placements, student teaching, etc.) that may take place outside the state of Nevada?

Yes No.


http://www.acs.org/

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H. Institutional Review Process i. Date of Faculty Review (may include additional information, as needed)

Dec. 2020 - Faculty Senate provided final approval of the degree proposal

ii. Describe the process for review and approval by the appropriate academic policy body of the institution Proposals are reviewed and approved by the following: - Dean of the School - Faculty Senate via the Curriculum Committee - Provost and Executive Vice President

I. Readiness to begin program

i. List the educational and professional qualifications of the faculty relative to their individual teaching assignments All tenured or tenure-track faculty for this program possess a terminal degree in fields of study related to their areas of instruction and have demonstrated excellence in teaching. Adjunct faculty and lecturers must hold master's degrees in relevant fields of study. All instructors, regardless of employment type, are expected to maintain high levels of academic rigor and receive favorable teaching evaluations (including the assessment of students and supervisors). Some of the listed faculty will teach courses for the chemistry degree, but their primary teaching obligations – and primary funding source – are linked to different academic program (e.g., biology). As requested, the names of faculty have been redacted from the profiles below.

Associate Professor of Chemistry PhD (2009) in Chemistry; specific focus: Organic and Medicinal Chemistry University of California, Irvine, California BS Chemistry; BS Biochemistry – University of Nevada, Reno, NV NIH IRACDA Post-doctoral Scholar – University of Kansas, Lawrence, KS Courses taught include: Organic Chemistry (CHEM 241/242), Biochemistry (CHEM 474/475), Natural Products (CHEM 377), and Spectroscopy (CHEM 445)

Associate Professor of Chemistry PhD (2012) in Chemistry; specific focus: Organic chemistry and Biochemistry - University of Nevada, Las Vegas (UNLV), Las Vegas, Nevada BS Biology – University of Central Oklahoma, Edmond, OK Post-doctoral Scholar – University of Nevada, Las Vegas Courses taught include: Molecular Biology (BIOL 405), Medicinal Chemistry (CHEM 380), and Medical Biochemistry (CHEM 456) Assistant Professor of Chemistry PhD (2015) in Chemistry; specific focus: Physical Chemistry - Rice University, Houston, Texas BS Chemistry and Math – Rose-Hulman University, Terre Haute, Indiana Visiting Assistant Professor – Southwestern University, Georgetown, Texas Courses taught include: General Chemistry (CHEM 121/122) and Physical Chemistry (CHEM 421). Assistant Professor of Chemistry PhD (2016) in Chemistry; specific focus: inorganic chemistry, coordination chemistry


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Yale University, New Haven, CT BS Chemistry; BS Biochemistry – University of Alabama in Huntsville, Huntsville, AL Post-doctoral Scholar / Lecturer – Texas A&M University, College Station, TX Courses taught include: General Chemistry (CHEM 121/122), Organic Chemistry (CHEM 241/242), and Advanced Inorganic Chemistry (CHEM 431). Assistant Professor of Human Health Sciences PhD (2011) in Biochemistry; specific focus: Biochemistry and Biophysics University of Kentucky, Lexington, Kentucky BS Biology – University of South Carolina, Columbia, South Carolina BS Cytotechnology – Medical University of South Carolina, Charleston, South Carolina Research Assistant Professor – University of Notre Dame, Notre Dame, Indiana Courses taught include: Introduction to Chemical Pharmacology & Toxicology (CHEM 212), Medical Biochemistry (CHEM 456), and Biochemistry I (CHEM 474). Senior Lecturer of Physical Sciences M.S. in Physics – California State University, Northridge B.S. in Physics – California State University, Northridge Courses taught include: General Chemistry (Chem 121/122), Organic Chemistry (241/242), and General, Organic, and Biochemistry for Health Sciences (Chem 110/111/112).

ii. List the anticipated sources or plans to secure qualified faculty and staff We presently have a sufficient number of qualified faculty and staff to offer this program, all of whom were recruited through competitive national searches. Moreover, the medical/biological focus will be easy to integrate due to the current areas of expertise of our existing chemistry faculty (which are predominantly in biochemistry, medicinal chemistry, and biophysical chemistry), as well as the existing infrastructure of NSC’s robust biology program. We also anticipate that a number of our biology faculty will be able to teach electives and some core courses within the proposed chemistry curriculum. Funding for these positions is provided by institutional dollars, particularly enrollment-generated state funding. Moving forward, to obtain program approval from the American Chemical Society, it will require the employment of an analytical chemistry faculty member. We envision that this faculty member will have expertise in either atmospheric chemistry (which would support NSC’s environmental science program) or forensics. The funding for this position would likely derive from state appropriations as we grow the enrollment of the program.

iii. Contribution of new program to department’s existing programs (both graduate and

undergraduate) and contribution to existing programs throughout the college or university Currently, Nevada State College does not offer a physical sciences degree program, which would make this chemistry degree our first offering. However, this is an uncommon circumstance, given that most comprehensive institutions like Nevada State tend to offer a number of physical science degree programs, including one in chemistry. To offer a program in chemistry would address a significant physical science void at NSC and help round out our institutional offerings in a promising field. In addition, our Department of Physical & Life Sciences would benefit from the capability to offer more courses, which can enrich the existing pool of upper division electives available to majors in programs such as biology, environmental resources, and human health sciences. The chemistry program also could open the door to other physical science programs (e.g., physics, geology/mineralogy, earth science, etc.) by installing some of the teaching and research infrastructure needed for programs of that nature.


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iv. Recommendations from prior program review and/or accreditation review teams N/A

J. Resource Analysis

i. Proposed source of funds (enrollment-generated state funds, reallocation of existing funds, grants, other state funds) Funding will be based on a reallocation of existing dollars (particularly in the early years of the program) and enrollment-generated state funds.

ii. Each new program approved must be reviewed for adequate full-time equivalent (FTE) to

support the program in the fifth year. Indicate if enrollments represent 1) students formally admitted to the program, 2) declared majors in the program, or 3) course enrollments in the program.

a. (1) Full-time equivalent (FTE) enrollment in the Fall semester of the first, third, and

fifth year.

1st Fall semester 6 FTE (90 SCH/15SCH = 6)

3rd Fall semester 15 FTE (225 SCH/15SCH = 15)

5th Fall semester 18 FTE (270 SCH/15SCH = 18)

(2) Explain the methodology/assumptions used in determining projected FTE figures. To calculate FTE, we first estimated unduplicated headcount totals based on presumed demand for the program, which was projected based on inferences from the growth of our chemistry minor as well as the trajectory of comparable degree programs at Nevada State. The chemistry minor demonstrated modest but encouraging growth, increasing in headcount from 8 students when it launched in fall 2013 to 49 students in fall 18, albeit with a slight decline to 42 students in fall 2020. Perhaps the most comparable bachelor’s program that launched in recent years is the BS in Mathematics, which also demonstrated a positive growth trend, from a headcount of 6 in fall 2015 to 28 in fall 2020. The bachelor’s degree in math grew at a faster rate than the minor in math, which suggests that chemistry may demonstrate a similar pattern where the growth of the major outpaces that of the minor. However, for our projections we took a more conservative approach, particularly given the rigorous nature of the program, forecasting that we will observe unduplicated headcounts of 10 in year 1 (fall 2022), 25 in year 3 (fall 2024) and 30 in year 5 (fall 2026). Notably, this closely mirrors the growth profile of our BS in Mathematics. These enrollments are expected to be composed largely of first-time freshman, along with a modest number of transfer students, and they account for our expected pattern of student attrition. To calculate the FTE, the unduplicated headcount was then multiplied by the average number of expected credit hours for each student, which was estimated at 9 for our student population and includes a fairly even mix of part-time and full-time students (and which aligns with our institutional average of .65 FTE for every 1 headcount). That product was then divided by 15 to arrive at the amount of FTE for each fall semester, as shown above.


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b. (1) Unduplicated headcount in the Fall semester of the first, third, and fifth year.

1st Fall semester 10 3rd Fall semester 25 5th Fall semester 30

(2) Explain the methodology/assumptions used in determining projected headcount

figures. As noted above, unduplicated headcount totals were estimated based on presumed demand for the program, which in turn was inferred from the growth of the chemistry minor as well as the trajectory we have observed in our most comparable bachelor’s degree (mathematics). Based on these observations, we estimate that the program will have unduplicated headcounts of 10 in year 1 (fall 2022), 25 in year 3 (fall 2024) and 30 in year 5 (fall 2026).

iii. Budget Projections – Complete and attach the Five-Year Program Cost Estimate and

Resource Requirements Table. Please see the attached “Chemistry New Program Cost Estimate Form.”

K. Facilities and equipment required

i. Existing facilities: type of space required, number of assignable square feet, space utilization assumptions, special requirements, modifications, effect on present programs Nevada State College provides exceptional facilities to serve the needs of students and faculty. For this program we need to add 16 courses to our catalog, but with the addition of the Christenson Education Building – which expands our overall classroom capacity at the college – we expect to have sufficient classroom space to regularly offer every course in the program. The primary area where we are space-constrained is in terms of available office space, but that challenge is not unique to this program, and it is not greatly exacerbated by this program, where the majority of faculty needed for the first several years are already employed at NSC and help serve the needs of other degree programs (e.g., human health sciences; biology).

ii. Additional facilities required: number of assignable square feet, description of space

required, special requirements, time sequence assumed for securing required space N/a

iii. Existing and additional equipment required

Nevada State College prioritizes the provision of state-of-the-art resources to enhance the learning environment for students. Our “SMART” classrooms feature computing workstations, projectors, speakers, a document camera, Smartboard technologies, and interactive student response systems (iClickers). Our classroom technology fully serves the instructional needs of the Chemistry program. In addition, a lecture-capture system allows faculty to record themselves in the classroom; these videos can be edited and posted online as video lectures in online or hybrid courses. Nevada State relies on the Canvas by Instructure learning management system. The ease of use and enhanced functionality this brings to online classes provides an improved learning


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environment for students. Canvas syncs easily with outside resources (such as Google Drive documents) and mobile apps. Faculty development sessions and emails and instructional videos from the department chair inform faculty of available resources. Office computers are equipped with programs such as Jing and Camtasia for the creation and editing of video lectures. Campus laptops are also available for checkout as needed. Departmental funds are available to cover specific instructional equipment or materials for courses at an instructor’s request.

Overall, NSC faculty have access to extremely high-quality equipment for developing their courses, and the college remains dedicated to ensuring that our faculty have the resources needed to create innovative, engaging online courses. In addition, to be successful in our pursuit of program approval from the American Chemical Society, it will be essential to provide students with access to laboratory equipment to provide the necessary training that is vital to the field. This equipment list is as follows: Ultraviolet/Visible Spectrometer, Fluorometer, Mass Spectrometer, 1H and 13C NMR Spectrometer, Gas Chromatography instrumentation, Liquid Chromatography instrumentation, Infrared Spectrometer, Melting Point Apparatus, Polarimeter, Rotary Evaporators, and Chemical Fumehoods. While most of this equipment is currently available at NSC, some items would be purchased as part of bringing on the degree program. Please see Appendix 1: Chemistry Equipment Budget for a list of equipment needed for the Chemistry degree.

L. Describe the adequacy and availability of library and information resources

The MaryDean Martin Library supports the teaching, learning, and research needs of the campus by providing access to a wide range of digital information, including approximately 100,000 journals and serials, 1.5 million e-books, and 10,000 streaming video and audio materials. The Library’s collections model emphasizes easy discovery and retrieval of materials in a wide variety of formats. A large percentage of these materials are accessible through a single search platform, Primo, and the Library provides remote access to all online resources. The American Chemical Society standards require a certain standard of student access to the chemistry literature. Generally, the MaryDean Martin Library resources adequately meet the needs of a Chemistry program at Nevada State College. However, to further support the program, the library is pursuing access to chemistry literature. Likely journal subscriptions would include: Science, Nature, JACS, Nano Letter, Journal of Medicinal Chemistry, Journal of Organic Chemistry, Organic Letters, Chemical Society Reviews, Journal of Inorganic Chemistry, Journal of Physical Chemistry, Beilstein, Chem Comm, Tetrahedron, and Analytical Chemistry. The full annual expense of $20k is noted in the cost estimate spreadsheet.

M. Student services i. Describe the capacity of student support services to accommodate the program. Include a

description of admissions, financial aid, advising, library, tutoring, and others specific to the program proposal In recent years we have expanded our capacity in all areas of student support services, including admissions and recruitment, financial aid, advising, the library, tutoring, the disability resource center, and the writing center. There will always be a desire for additional support, but the current level of staffing has been sufficient to introduce mandatory advising for all incoming students (generally up to 60 credits, and up to degree completion for all LAS majors beginning in fall 2021), improve first through fifth-year retention rates, and increase the utilization of


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academic support centers such as the Academic Success Center and the Writing Center. Moreover, we have expanded existing platforms that can provide support to all students (e.g., the Smarthinking online tutoring platform), including those who would be enrolled in the Chemistry degree, and we strategically invest in new platforms that further enhance the success of our students (e.g., the recently launched Starfish student management system that supports our “Scorpion Success Network”). These developments give us confidence that we have the support services needed to accommodate the program. The only other concern is to ensure that all student services staff members are well-trained to provide appropriate and helpful guidance to students enrolled in the program, and this is something we will achieve if the program is approved.

ii. Describe the implications of the program for services to the rest of the student body The Chemistry program should not have any negative implications for services to the rest of the student body.

N. Consultant Reports – If a consultant was hired to assist in the development of the program,

please complete subsections A through C. A copy of the consultant’s final report must be on record at the requesting institution.

i. Names, qualifications, and affiliations of consultant(s) used

N/A

ii. Consultant’s summary comments and recommendations N/A

iii. Summary of proposer's response to consultants

N/A O. Articulation Agreements

i. Articulation agreements were successfully completed with the following NSHE institutions. (Attach copies of agreements) See the attached articulation agreement for transfers from CSN to NSC.

ii. Articulation agreements have not yet been established with the following NSHE

institutions. (Indicate status) At this time, the only required agreement is with CSN.

iii. Articulation agreements are not applicable for the following institutions. (Indicate reasons)

P. Summary Statement

The Chemistry degree offers a strong training in the physical sciences that complements the core degree requirements with additional life science coursework. Students will receive broad training in chemistry with coursework in the areas of general, organic, inorganic, analytical, physical, and biological chemistry (i.e., biochemistry). Lecture courses are accompanied by laboratory work to give students practical experience in chemical techniques and laboratory equipment. Students are heavily encouraged to participate in research, via faculty mentorship, to gain a deeper understanding of a focused area of chemistry that addresses real world needs. The two concentrations of the Chemistry degree offer much flexibility to train students in different, high-value areas. The general degree – without a concentration – is designed to serve students who wish to have relatively flexible degree requirements. The biochemistry


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concentration will serve primarily premedical profession students as well as students preparing for careers in the biochemical/biomedical professional fields. The professional chemistry concentration will serve students that are pursuing careers in professional chemistry, especially those who are pursuing a graduate program in chemistry after graduating from NSC. Overall, we believe the degree as a whole will be a meaningful asset to our students, the institution, and our community.


NSHE Academic Program Proposal - Five-Year Program Cost Estimate and Resource RequirementsEnter N/A if the information is not applicable to the program proposal

FY 2022 FY 3: FY 2024 FY 5: FY 2026

FTE Headcount FTE Headcount FTE Headcount

6 10 15 25 18 30

FY 2022 FY 3: FY 2024 FY 5: FY 2026

On-going One-time On-going One-time On-going One-time

$231,322 $40,200 $356,771 $399,686 $0

$32,550 $47,250 $47,250

Total Revenue $263,872 $40,200 $404,021 $0 $446,936 $0

Program Resource Requirements. Indicate all resources needed including the planned FTE enrollment, projected revenues, and estimated expenditures for the first, third and fifth fiscal years of the program. Include reallocation of existing personnel and resources and anticipated or requested new resources. Third and fifth year estimates should be in dollars adjusted for inflation. If the program is contract related, explain the fiscal sources and the year-to-year commitment from the contracting agency(ies) or party(ies). Note: This form reflects the NWCCU's Substantive Change Budget Worksheet as of 8/28/17.

A. New enrollments to the Institution

B. Enrollments from Existing Programs

II. REVENUEFY 1:

I. PLANNED STUDENT ENROLLMENTFY 1:

1. New Appropriated Funding Request

2. Institution Funds

4. New Tuition Revenues (registaration fee) from Increased Enrollments*

5. Other Student Fees (associated with the program)*

6. Other (i.e., Gifts)

Note : Enrollment numbers (A + B) for each fiscal year should match the FTE/Headcount numbers in the Academic Program Proposal Form (Sect. I.ii.).

Note : Total Revenue (Section I) should match Total Expenditures (Section III)

College/University: Nevada State College Program: Bachelor of Science in Chemistry

3. Federal (e.g. grant, appropriation)

1 Revised November 2018(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 09/09/21) Ref. ARSA-6, of 26


FY 2022 FY 3: FY 2024 FY 5: FY 2026


2 0 3 0 3 0

2 3 3

2. Faculty $158,155 $246,436 $261,444

$51,717 $80,585 $85,492

$209,872 $0 $327,021 $0 $346,936 $0

Administrative Support Personnel

Other: ________________

Total Personnel Costs

5. Research Personnel

6. Directors/Administrators

7. Administrative Support Personnel

8. Fringe Benefits

9. Other:

III. EXPENDITURESFY 1:

A. Personnel Costs

1. FTE (Total FTE for all personnel types) *

3. Adjunct Faculty

4. Graduate Assistants

Faculty

Adjunct Faculty

Grad Assts

Research Personnel

Directors/Administrators

Expenditures for personnel type below must reflect FTE levels in Section A.1.



* We have 2.0 faculty FTE in year 1 despite four full-time facutly because part of their workload will be dedicated to - and financially supported by - other programs (e.g., biology). The FTE rises to 3.0 in years 3 and 5 because the faculty will teach a greater proportion of their workload for this program as the enrollment increases.



FY 2022 FY 3: FY 2024 FY 5: FY 2026


$2,500 $3,750 $3,750

$31,500 $53,250 $61,750

$34,000 $0 $57,000 $0 $65,500 $0Total Operating Expenditures

4. Communications

5. Materials and Supplies

6. Rentals

8. Miscellaneous

B. Operating Expenditures

1. Travel

2. Professional Services

3. Other Services

FY 1:

7. Marketing materials and Advertising



FY 2022 FY 3: FY 2024 FY 5: FY 2026


$20,000 $20,000 $20,000

$40,200 $14,500

$20,000 $40,200 $20,000 $0 $34,500 $0

$263,872 $40,200 $404,021 $0 $446,936 $0

FY 1:

Total Capital Outlay

TOTAL EXPENDITURES (IIIA + IIIB + IIIC):

C. Capital Outlay

1. Library Resources

2. Equipment

Note : Total Expenditures (Section IIIA-C total) should match Total Revenue (Section I)

Budget Notes (optional):


Nevada State College Chemistry, B.S.

Fall 2020

Pre-requisites (Suggested Sequence of Courses) First Semester

Course Number Course Title Credits CHEM 121 General Chemistry I 4 ENG 101 Composition I 3 CEP 123 College and Career Success 2 _________ General Elective 3

_________ General Elective 3 15

Second Semester

Course Number Course Title Credits CHEM 122 General Chemistry II 4 ENG 102 Composition II 3 MATH 181 Calculus I 4 _________ Constitution Core 3

14

Third Semester

Course Number Course Title Credits CHEM 241 Organic Chemistry I 4 MATH 182 Calculus II 4 PHYS 180 Physics for Scientists and Engineers I 4 _________ Social Sciences Core 3

15

Fourth Semester

Course Number Course Title Credits CHEM 242 Organic Chemistry II 4 CHEM 330 Analytical Chemistry 4

PHYS 181 Physics for Scientists and Engineers II 4 _________ Humanities Core 3

15

Fifth Semester

Course Number Course Title Credits

CHEM 421 Physical Chemistry I 3 CHEM 423 Physical Chemistry Lab 2 STAT 391 Applied Statistics for Biological Sciences 3 _________ Humanities Core 3 _________ General Elective 3 14


Sixth Semester

Course Number Course Title Credits

CHEM 474 Biochemistry I 3 _________ Upper Div Chemistry Elective 3 _________ Upper Div Chemistry Elective 3 _________ Cultural Diversity Core 3 _________ General Elective 3 15

Seventh Semester

Course Number Course Title Credits CHEM 431 Advanced Inorganic Chemistry 3 _________ Upper Div Chemistry Elective 3 _________ Upper Div Chemistry Elective 3

_________ Fine Arts Core 3

_________ General Elective 3 15

Eighth Semester

Course Number Course Title Credits _________ Upper Div Chemistry Elective 3 _________ Upper Div Chemistry Elective 3 _________ Upper Div Chemistry Elective 3 _________ Upper Div Chemistry Elective 3 _________ General Elective 3 15


TRANSFER AGREEMENT

4-Year Institution: Bachelor’s Degree Program: Academic Year:

Nevada State College BS-Chemistry 2022-2023

2-Year Transfer Institution: Associate’s Degree Program: Emphasis:

College of Southern Nevada Associate of Science

NOTE: This transfer agreement has been created specifically for the programs listed above and only applies to students that complete the associate’s degree listed. If the associate’s degree is not earned, or a new program is selected, the transfer and articulation of listed courses, as well as fulfilled degree requirements, could be impacted.

1. Students should complete the Associate of Science at CSN and the coordinated program of study for the Bachelor of Science in Chemistry at NSC as indicated in this transfer guide. Any course substitutions should be made with the guidance of an advisor or counselor to ensure that all requirements are met.

2. Transfer Rights and Responsibilities

3. Only courses with a grade of D or higher will be accepted for transfer to NSC. However, only courses with a grade of C- or higher (equivalent to 1.7 grade points for each credit earned) can carry credit towards major requirements. A course completed with a grade of less than C-, if counted toward graduation at the community college, may be used to satisfy NSC graduation requirements. However, the course will have to be repeated if the NSC major specifies a higher grade for all students. If a CSN course has more credits than the NSC equivalent course, the additional credits will be included in the program total as general transfer credit. NSC requires that a minimum of 60 credits must be completed at the four-year institution. Additionally, a minimum of 32 upper division credit hours must be completed in residence at Nevada State College.

4. Students may elect to graduate under the course catalog graduation requirements under any of the following options, provided that the course catalog at the time of graduation is not more than 10 years old:

a. The course catalog of the year of enrollment in a baccalaureate level course/program at a NSHE community college (a valid transfer agreement may be required).

b. The course catalog of the year of transfer into a baccalaureate level program at the universities, state college, or community colleges that offer select baccalaureate degrees.

c. The course catalog of the year of graduation from a NSHE institution.


http://system.nevada.edu/Nshe/index.cfm/administration/academics-student-affairs/students/transfer/

Bachelor’s Required General Education/Core Courses: General education/core courses are to be completed during the associate’s program. NOTE: Lower-division General Education requirements are fulfilled upon completion of the associate’s degree, with the exception of the courses listed below. If a General Education subject is not listed here, you may select any general education course approved for the associate’s degree program.

ENG 101, ENG 102, MATH 181, COM 101, HUMANITITES, FINE ARTS, PSC 101, CHEM 121, CHEM 122, SOCIAL SCIENCE, ENG 231

Specific Program Courses: The following courses also should be completed during the associate’s program. These courses will articulate to specific program requirements for the bachelor’s program. Courses marked with an asterisk (*) are critical prerequisite or bachelor’s program progression courses which will impact a student’s progress to completing the bachelor’s degree in a timely manner if they are not taken during the associate’s degree program.

MATH 182, PHYS 180 + 180L, CHEM 241L

Articulations/Block Transfer: The following are approved articulations/substitutions/block transfer for the above mentioned programs. These courses will transfer accordingly and apply to the bachelor’s program as listed.

Associate’s Program Course Bachelor’s Program Course Bachelor’s Requirement

MATH 181 MATH 181 CORE

ENG 101 ENG 101 CORE

SOCIAL SCIENCE SOCIAL SCIENCE CORE

COM 101 COM 101 (HUMANITIES) CORE

ENG 231 or ENG 232 HUMANITIES CORE

ENG 102 ENG 102 CORE

CHEM 121 + 121L CHEM 121 + 121L CORE

CHEM 122 + 122L CHEM 122 + 122L CORE

FINE ARTS FINE ARTS CORE

PSC 101 CH 203 CORE

MATH 182 MATH 182 MAJOR

PHYS 180 + 180L PHYS 180 + 180L MAJOR

CHEM 241 + 241L CHEM 241 + 241L MAJOR

ELECTIVE ELECTIVE ELECTIVE




ELECTIVE ELECTIVE ELECTIVE *Cultural Diversity requirement fulfilled at NSC with completion of A.S. degree.

Program Notes: Total Transfer Credits 60


Year-to-Year Course Outline

ASSOCIATE’S PROGRAM

YEAR 1

ASSOCIATE’S PROGRAM

YEAR 2

BACHELOR’S PROGRAM

YEAR 3

BACHELOR’S PROGRAM

YEAR 4

ENG 101 (3) ENG 231 or 232 (3) CHEM 242 +242L (4) CHEM 431 (3)

MATH 181 (4) PSC 101 (4) CHEM 330 (4) CHEM 474 (3)

COM 101 (3) PHYS 180 + 180L (4) CHEM 421 (3) CHEM 474 (3)

SOCIAL SCIENCE (3) MATH 182 (4) CHEM 423 (1) CHEM ELECTIVE or CONCENTRATION (1-4)

CHEM 121 + 121L (4) CHEM 122 + 122L (4) STAT 391 (3) CHEM ELECTIVE or CONCENTRATION (1-4)

ELECTIVE (3) PHYS 181 + 181L (4) CHEM ELECTIVE or CONCENTRATION (1-4)

CHEM ELECTIVE or CONCENTRATION (1-4)

ENG 102 (3) FINE ARTS (3) CHEM ELECTIVE or CONCENTRATON (1-4)


ELECTIVE (3) ELECTIVE (3) CHEM ELECTIVE or CONCENTRATION (1-4)


ELECTIVE(3) ELECTIVE (2) GENERAL ELECTIVE or CHEM ELECTIVE (3-4)

GENERAL ELECTIVE or CHEM ELECTIVE (1)

CREDITS: 29 CREDITS: 31 CREDITS: 30-31 CREDITS: 30

*CHEMISTRY ELECTIVES AND OPTIONAL CONCENTRATIONS: Click below to view courses options and descriptions

CHEMISTRY ELECTIVES

BIOCHEMISTRY CONCENTRATION

PROFESSIONAL CHEMISTRY CONCENTRATION

**Consult advisor for course sequencing. Some courses may only be offered during a certain semester.


http://nsc.smartcatalogiq.com/en/2019-2020/Undergraduate-Catalog/School-of-Liberal-Arts-and-Sciences/Biology-B-S

ACADEMIC PROGRAM PROPOSAL FORM

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