Biological Sciences

What is the program’s mission statement or statement of purpose? Why does the program exist?

The primary mission of the Department of Biological Sciences is to provide an exceptional educational experience to both undergraduate and graduate students in the filed of biological sciences. 

How does the program mission align with the university mission?

This mission is achieved by maintaining small class sizes staffed by full-time faculty and offering courses that have a laboratory component that facilitates participatory learning. The core curriculum in the biological sciences provides students with a broad range of subject courses and individual attention that strengthens communication. quantitative and analytical skills. In addition, curricular concentrations offer the option of specialization leading to employment upon graduation or preparation for postgraduate education.

Whom does the program serve?

The Department of Biological Sciences offers bachelor’s and master’s degrees in Biological Sciences. When students complete a bachelor’s degree in Biological Sciences, they are prepared for  careers in the sciences and eligible for graduate study in master or doctoral programs or health-related fields (e.g., chiropractors, clinical laboratory scientists, dentists, nurses, optometrists, pharmacists, physical therapists, physicians, and veterinarians).

The Department of Biological Sciences also serves the university by maintaining the high quality of pre-professional programs and supporting course work in general education as well as other disciplines, principally Family and Consumer Sciences, Health Studies, Physical Education, Recreation Administration and Chemistry. The department works closely with the College of Education and Professional Studies in training biology teachers for secondary schools and is strengthening ties with other departments in the environmental sciences. 

What are the services provided? How do these services align with the university mission and program mission?

Serves provided include coursework required in students in Biological Sciences and several other majors within the university to provide training to prepare students for the job market, professional studies and graduate school. 

Describe the program’s origins (e.g. year established, purpose, expectations).

A Biological Sciences department was established in 1899. Departments of Zoology and Botany were formed in 1923 to provide both general education and field-specific coursework to train the next generation of biologists in a wide range of sub-disiplines. 

How has the unit changed or adapted over time?

A Division of Life Sciences was formed in 1963 to consolidate efforts of departments of Zoology and Botany when a Life Science building was built, then disbanded  in 1982.  Due to a rapid increase in environmental concerns in the late 1960s, Eastern became the first Illinois university to offer an environmental biology major in 1971, remaining a popular option for  Biological Sciences  majors today.   As employment opportunities in the health sciences became more robust, additional resources were devoted to the Zoology Department. The departments of Zoology and Botany were consolidated under one Department of Biological Sciences 1998, and course offerings and faculty hires adjusted to cater to both organismal biology and pre-health profession students.   In response to societal needs for trained individuals, the department set up articulation agreements with the Lakeview College of Nursing (2 yrs at EIU plus 2 years at Lakeview for a BSN degree) and Logan Chiropractic College (3 yrs at EIU plus 3 yrs at Logan). In addition, agreements were made with  7 midwest  hospitals for a Clinical Laboratory Science program  (3 yrs at EIU plus 1 yr at an affiliate  hospital for a BS degree).    In 2005, Molecular Biology was made a core course in the major in response to the world-wide shift to molecular approaches  in nearly every facet of biology and health.   A pre-health advisor was hired in 2007 to provide pre-health students with proper advisement.   The department currently has advisement tracks for 11 health professions, teacher certification and environmental biology as well as straight biology tracks for animal and plant biology. 

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

Coursework provided for majors outside of Biological Sciences include:

1. Human Physiology (BIO2001G) is required  for the Nursing students,   Kinesiology students (Exercise Science, Physical Education, Teacher Certification with a Kinesiology Minor, and Athletic Training); all Heath Studies majors; Family and Consumer Sciences  (Dietetics) majors; and Recreation Administration (Therapeutic) majors. Total ~450 students per year.

2. Anatomy (BIO2200) is required for the Nursing, many  Kinesiology students (Exercise Science,and Athletic Training) and  Recreation Administration (Therapeutic) majors. Total ~95 student/yr.

3. Practical Microbiology (BIO1004G) is required for the Nursing and  Family Consumer Sciences (~140 students/yr).

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

The field of biological sciences is diverse.  Below we list a few examples of careers that a BS can lead to.  By no means is this completely inclusive.  The health care field is growing rapidly with opportunities in nursing, physicians assistants, physical therapists, clinical lab science, etc...

Biochemist: Employment of biochemists and biophysicists is projected to increase by 31 percent from 2010 to 2020, much faster than the average for all occupations. More biochemists and biophysicists will be needed to use the knowledge they have gained from basic research to develop biological products and processes that improve our lives.

Microbiologist:  Employment of microbiologists is expected to increase by 13 percent from 2010 to 2020, about as fast as the average for all occupations. More microbiologists will be needed to apply knowledge from basic research to develop biological products and processes that improve our lives.

Wildlife Biologist:Employment of zoologists and wildlife biologists is projected to grow by 7 percent from 2010 to 2020, slower than the average for all occupations. More zoologists and wildlife biologists will be needed to study the impact of human population growth and development on wildlife and its habitats.

Environmental Scientist: Employment of environmental scientists and specialists is projected to grow by 19 percent from 2010 to 2020, about as fast as the average for all occupations. Heightened public interest in the hazards facing the environment, as well as the increasing demands placed on the environment by population growth, are expected to spur demand for environmental scientists and specialists.

Physician/Surgeon: Employment of physicians and surgeons is expected to grow by 24 percent from 2010 to 2020, faster than the average for all occupations. Job prospects should be good for physicians willing to practice in rural and low-income areas, because these areas typically have difficulty attracting doctors.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

n/a

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

n/a

What are the most important outreach or public service activities supported by the program?

A Science for Stars program provides instruction for elementary school summer weeklong day camps. 

How do the local community and the region benefit from the program?

Many alum (undergraduate/graduate) come back to the area as practicing healthcare professionals. 

A large percentage of the Illinois Department of Natural Resources employees are EIU graduates, mostly from the Environmental Biology program.

The Teacher Certification (Biology Concentration) program provide highly qualified instructors to area high schools in the life sciences. 

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Biological Sciences (B.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Clinical Laboratory Science (B.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Biological Sciences (M.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

Recent external funding has provided for the purchase of several pieces of equipment (thermal cycler, a plate reader, a UV spectrophotometer, a boat) as well as monies for several graduate research assistantships. 

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The Department of Biological Sciences awards ~$50,000 in scholarships to approximately 40 individuals each year from 25 endowments.  These awards offset the cost of tuition.

Donor support provides approximately 3% of our yearly budget. 

Donor support for the Whiteside Gardens (outside of our departmental budget) provides for upkeep of this garden that is used for course field trips and both undergraduate and graduate training in botany.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

Lakeview College of Nursing (2 + 2 agreement) 

Clinical Laboratory Science  Hospitals (3 + 1 Agreement)

Logan Chiropractic (3 + 3 agreement) 

These relationships benefit the university by increasing exposure EIU exposure to the broader heath care community and by training individuals that often return to the area to practice. 

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

Medical School acceptance rate (last 3 years) for qualified candidates (GPA>3.5; MCAT >27 - based on National Database and Departmental Assessment) : 80%

Moreover, our costs per student credit hour are extremely low.  A wise investment for EIU would be to promote pre-health studies in every facet including encouraging other Departments from all Colleges to create new interdisciplinary programs that will modernize our offerings in a cost efficient framework.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

It should be noted that at times we must use our own Departmental Budget to maintain building function (e.g electrical, water, etc...) as well as any upgrades.  Our water system has bacteria loads high enough to prevent our faculty to conduct research and teaching activities (e.g. our filtered water contaminates daily experiments). Switching to heat and/or air conditioning annually results in pipes bursting and subsequent loss of equipment and supplies.  

How does the program seek to distinguish itself from similar programs at other institutions?

The Department of Biological Sciences at Eastern Illinois University has programs that focus on educating students in all aspects of life sciences. Students learn the scientific method through rigorous inquiry, guided by a faculty known for its excellence in teaching, research, and service. The Department community is committed to diversity and inclusion and fosters opportunities for student-faculty scholarship and applied learning experiences within a student-centered culture.  Faculty engage and attract students with a passion for understanding how cells and living organisms function. Our students benefit from scientific experimentation through both field and laboratory studies. Most of the majors are allied health focused and we prepare them to acheive their goals through a focused program in the study of living organisms (bacteria, algae, protozoans, fungi, plants, and animals). It is a large discipline that encompasses molecules and cells, organs and organ systems, organisms, populations, communities, and ecosystems. Students study cell and molecular biology, genetics and evolution, organismal biology, systematics and ecology, and behavior.  We differ from other institutions in that we do not mold our curriculum around the allied health profession, but rather maintain our strength in basic and applied biology that will prepare them for any field in the life sciences. 

Note any unique and/or essential contributions that the program makes to the university.

Eastern Illinois University is a public comprehensive university that offers superior, accessible undergraduate and graduate education. Students learn the methods and results of free and rigorous inquiry in the arts, humanities, sciences, and professions, guided by a faculty known for its excellence in teaching, research, creative activity, and service. The University community is committed to diversity and inclusion and fosters opportunities for student-faculty scholarship and applied learning experiences within a student-centered campus culture. Throughout their education, students refine their abilities to reason and to communicate clearly so as to become responsible citizens and leaders.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

Statistics for  Academic Year 2012-2013

# of Faculty that Presented at conferences - 12

Tot # of Faculty A and B - 38

# of Students that Presented at conferences- 32

# of Faculty Publications- 62

# of Pubs with or by Students- 9

# of active funded external Grants- 33

# of Students worked on Fed Grants- 5

# students worked on State-Regional Grants- 16

# students received Internal Grants (CFR, PFR, IRIS)- 11

# students enrolled in Ind Study  or UG Research courses- 102

# of Honors Research Projects- 12

# of Students doing formal Research Projects -90

# of CUs for undergraduate Research/independent study  courses- 17.4 CUs

Tot # UG Students Graduating FY13-76

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

http://www.eiu.edu/biology/about.php

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

http://www.eiu.edu/strategicsummary/

Be the institution that creates a culture of academic rigor.

Be the institution of opportunity and access for students, both traditional and non-traditional, who seek rigorous academic programs.

Be the institution that creates the best opportunities for success including degree completion, advanced studies, and career preparation.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

1. A new science building (currently at the top of the list for University Planning, est. cost #$87M) would most advance the program at this time. The current building limits teaching and research activities due to aging plumbing, insufficient electrical capabilities,, lack of student work spaces, lack of student -faculty  work spaces, lack of conference rooms, insufficient temperature control, lack of research space and class room room overuse.  In addition, a small anatomy (~1$M) building is needed to accommodate the large increase in both BIO majors and other majors that require human anatomy coursework.  In addition we are currently moving toward a human anatomy/physiology sequence to best serve our student  tat will require additional laboratory space. 

2. Expansion in interdisciplinary options in response to a changing job market. Thus includes growth in  allied health (e.g. space / resources to expand the growing Clinical Laboratory Science program, an interdisciplinary Physical therapy program) , an emphasis on sustainable energy/biodiesel, and an interdisciplinary major in neuropsychology. All of these program should attract a large student clientele sue top the expanding job market in these areas. 

If needed, provide supplemental comments to help the reader understand future opportunities for the program.

Our costs per student credit hour are extremely low.  A wise investment for EIU would be to promote pre-health studies in every facet including encouraging other Departments from all Colleges to create new interdisciplinary programs that will modernize our offerings in a cost efficient framework.

Specifically, we have the opportunity to work with Kinesiology to refine our pre-physical therapy (PT) options to better serve the students.  Currently, there is no direct and easy pathway (like our other pre-health programs) for students to fulfill the options to get into PT programs.  We are LOSING students because of this.  Another opportunity would be to have a summit between all Departments that serve the health professions to find solutions to our aged curriculum programs. 

If EIU would make the relatively small investment (~$2M) to create a small building (not much bigger than the new facility next to the REC) that would house Anatomy and Physiology courses, our growth potential would be HUGE.  This would be a flagship facility that would attract more students, thus paying for itself.