We need a vibrant community of teachers and scholars, consistent with Manhattan College’s legacy, and to compete with comparable institutions. We also need to increase the number of freshman courses taught by full time faculty.

Our faculty and students need appropriate teaching and research facilities to excel. Since we expect the faculty to do research and involve their students in it, we must provide an appropriate infrastructure for scholarly work. Many of the current teaching and research instruments in the School of Science are old. Through an ongoing effort with the Provost’s support we have purchased several critical instruments; the effort needs to continue.

In recent years, freshmen come to our college with a decreasing sense of career options and curricular preparation for post-secondary education. The students need to be exposed to learning and scientific thinking in relevant and contemporary subjects, beyond the textbook and formal classroom. The demographics of Science students with higher numbers in (a) first in college generation, (b) under-represented (Hispanic and African American), and (c) commuters, create a negative “trifecta” against their success.

Many of our students entercollege with decreasing sense of career options and curricular preparation for post-secondary education. The teaching methods and material covered has also been changing due to new developments in each discipline. New fields have developed that require the retooling the focus of our introductory and upper division undergraduate education to prepare the students for lifelong successful careers.

Our science majors seem mostly unaware of the many career options open to them, in part because of lack of informal interaction with their faculty. We need to focus on science community building in our School.

Our students need and ask for more preparation towards employability after graduation, using the earned skills in their discipline. New fields have developed that require the retooling the focus of our upper division undergraduate education as well as the development of master’s-level graduate programs to prepare the students for lifelong gainful employment.

 

We need a vibrant community of teachers and scholars, consistent with Manhattan College’s legacy, and to compete with comparable institutions. We also need to increase the number of freshman courses taught by full time faculty.

 

Our faculty and students need appropriate teaching and research facilities to excel. Since we expect the faculty to do research and involve their students in it, we must provide an appropriate infrastructure for scholarly work. Many of the current teaching and research instruments in the School of Science are old. Through an ongoing effort with the Provost’s support we have purchased several critical instruments; the effort needs to continue.

 

In recent years, freshmen come to our college with a decreasing sense of career options and curricular preparation for post-secondary education. The students need to be exposed to learning and scientific thinking in relevant and contemporary subjects, beyond the textbook and formal classroom. The demographics of Science students with higher numbers in (a) first in college generation, (b) under-represented (Hispanic and African American), and (c) commuters, create a negative “trifecta” against their success.

 

Many of our students entercollege with decreasing sense of career options and curricular preparation for post-secondary education. The teaching methods and material covered has also been changing due to new developments in each discipline. New fields have developed that require the retooling the focus of our introductory and upper division undergraduate education to prepare the students for lifelong successful careers.

 

Our science majors seem mostly unaware of the many career options open to them, in part because of lack of informal interaction with their faculty. We need to focus on science community building in our School.

 

Our students need and ask for more preparation towards employability after graduation, using the earned skills in their discipline. New fields have developed that require the retooling the focus of our upper division undergraduate education as well as the development of master’s-level graduate programs to prepare the students for lifelong gainful employment.