TWO LONE WOLVES: LESSONS LEARNED BY PREDECESSOR AND SUCCESSOR IN A SINGLE-FACULTY DEPARTMENT

The Environmental Physical Science program at Black Hills State University began in 1994 under the direction of a single faculty member who became frustrated with teaching only introductory courses and watching students interested in geosciences transfer. Under the tutelage of this single faculty member, the program posted enrollments of >30 majors /minors, with as many as 11 majors graduating in a single year. The faculty member found it difficult to sustain the program alone, and looked for strategies to add additional faculty. The first strategy, to maximize the numbers of majors and minors, did not compel university administration to add faculty. A second strategy, to increase the total number of geology FTE by greatly increasing enrollment in introductory courses, also did not result in change. Unable to grow the program, this faculty member left in 2007.

A new faculty member was hired to run the program. Both predecessor and successor shared a commitment to teaching and undergraduate research, and were broadly-trained field volcanologists able to teach a variety of geology and environmental courses. These similarities enabled a smooth transition, although not without some difficulties; encouraging new enrollments with unfamiliar faculty; lack of administrative support, mentorship and facilities; lack of time to establish research, and the possibility of closing the major due to lack of recent program evaluation. We believe there are 3 lessons that other “lone wolves” and their universities could learn from our experiences. First, it is possible for a single person to successfully deliver a quality program, but failing to grow the program through additional faculty may lead to frustration and turnover. Second, the intimacy of a small program leads to strong attachments between faculty and students, although a smooth transition is possible if there is similarity in approach and program philosophy. Finally, with significant motivation on the part of the faculty, partnerships with other departments and local experts can improve course offerings and help the faculty member feel less isolated.