Queensborough Community College
DEPARTMENT:
Teaching Department Year-end Report
Academic Year 2014-15
Biological Sciences and Geology
A. DEPARTMENT SERVICES/ACTIVITIES REPORT IN 2014-15
1.
Department-sponsored services (fall and spring semesters combined)
Area of Service
Faculty-led tutoring sessions all semester in Anatomy & Physiology during club
hours and open lab hours.
Faculty-led tutoring sessions all semesters in Microbiology in preparation of
midterm and final practical exams.
2.
Number Served
200-300
80-100
Department-sponsored faculty/staff development activities
Type of Activity and Topic
Date
Faculty development retreat. Two days conference organized by the
Biological Sciences and Geology Department and QCC-MSEIP.
The following faculty presented and participated: Drs. Danzi, Kaur, Gadura,
Schneider, Mclaughin, Petersen and Trujillo
Research Conference for the Department of Biological Sciences and
Geology. Faculty from the Department presented their research to their
colleagues and selected students. Faculty presentations included in
attached list.
QCC STEM Research Club and Queensborough MSEIP workshops
Mitochondrial DNA Extraction Workshop presented by Dr. Danzi
Gel Electrophoresis Workshop presented by Dr. Danzi
Mitochondrial DNA Analysis: Bioinformatics Workshop presented by Drs
Danzi and Novick.
Mendelian Genetics Workshop presented by Dr. Danzi
The ABCs of DNA presented by Dr. Danzi
Career Preparation Workshop presented by Dr. Tsimounis
47th Annual MACUB. Place: Molloy College, NY. Date: Nov. 1st, 2014
Dr. Gadura: Incorporating Authentic Research Experience in
Undergraduate Classroom.
Dr. Harris: Ancestors in Our Genome: The New Science of Human Evolution
North American Conference on Education (International Academic Forum).
Place: Providence, RI. Dr. Gadura: Using DNA Barcoding As a Pedagogical
Tool to Teach Genetics to Undergraduates
Dr. Tsimounis presented: “Morphological characterization of supragranular
neurons in the primary somatosensory cortex” at the Research Conference
for the Department of Biological Sciences and Geology.
Dr. Tsimounis presented a poster: Morphological characterization of
supragranular neurons in the primary somatosensory cortex at
Washington, DC Annual Meeting of the Society for Neuroscience.
Dr. Tsimounis presented: Morphological characterization of supragranular
neurons in the primary somatosensory cortex.
New York, NY. Department of Biology, CCNY.
1/2021/2015
4/15/15
Number
Attending
40-50
30
15-35
10/29/2014
11/5/2014
11/12/2014
12/3/2014
5/6/2015
2/11/15
11/1/2015
20-30
9/27/14
N/A
4/15/15
30
11/17/14
N/A
3/16/15
20
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Queensborough Community College
Teaching Department Year-end Report
22nd Annual American Society for Microbiology Conference for
Undergraduate Educators. Austin, Texas. Dr. Tawde presented:
-Seeking Funding for your Pedagogical Research and High Impact Practices
at a Community College". An Invited Talk.
-"Resolving Misconceptions to enhance Learning in Gateway STEM
courses". A poster presentation.
Dr. Mclaughin presented at Journal Club Seminar at QCC: “Pursuing a
Plethora of Polycystins in Hydra”
Dr. Mclaughin presented at the Research Conference for the Department
of Biological Sciences and Geology: “A TRP with the immortal carnivore
Hydra”
Dr. Mclaughin presented an invited Seminar: “Polycystins have discrete
patterns of expression in Hydra and may regulate Hydra behaviors.” at
Hunter College Biology Department seminar series.
Dr. Mclaughin presented an invited Seminar: “Polycystins have discrete
patterns of expression in Hydra and may regulate Hydra behaviors.” at the
City College Biology Department seminar series.
American Society for Cell Biology. Dr. Mclaughin presented: “Polycystins
have discrete patterns of expression in Hydra and may regulate Hydra
behaviors.”
AAC&U Conference: “Diversity, Learning and Student Success: Assessing
and Advancing Inclusive Excellence”. Place: San Diego, CA. Dr. Kaur
presented: “Effective strategies for embedding culturally responsive
teaching and cultural competence in faculty and staff development
models”.
5th ASM Conference in Prokaryotic Cell Biology and Development. Poster:
“Rhomboid Proteases in Streptomyces”. Drs. Carmona and Trujillo.
Dr. Nguyen presented at 9th International Conference on Anticancer
Research. Porto Carras, Sithonia. Greece. Stat3 and sphingosine11phosphate signaling in inflammation associated colorectal cancer.
Dr. Danzi presented at Faculty Forum at QCC in Holocaust Center
Classroom:” Building Connections Through Our Teaching: Engaging
Students' Prior Knowledge” Sponsored through Service Learning with Jo
Pantaleo and Teagle Foundation Grant.
Dr.Timbilla presented: ‘Prospects for The Management of Zococerus
variegatus in Sub Sahara Africa with Pyrrolizidine Alkaloid Based Baits at
International Society for Chemical Ecology Annual Conference, Stockholm,
Sweden.
Dr. Harris presented: "Ancestors in Our Genome: The New Science of
Human Evolution", Alley Pond Environmental Center, Queens County Bird
Club.
Dr. Harris presented: “Ancestors in Our Genome: The New Science of
Human Evolution", American Museum of Natural History, NY
Paleontological Society.
Dr. Gadura presented at the CSTEP Welcome Back session. Place: QCC.
249th ACS National Meeting & Exposition. Place: Colorado, Denver.
Dr. Gadura presented: Using research as a tool to engage, retain and
Academic Year 2014-15
5/28-31/15
30
4/29/15
N/A
4/5/15
N/A
3/2/15
N/A
2/18/15
N/A
12/6-10/14
N/A
3/15
N/A
6/15
100
9/6-10/2014 40-50
5/11/15
10
6/15
N/A
4/15
45-50
2//15
35
2/6/15
3/22-26/15
N/A
40-50
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Queensborough Community College
Teaching Department Year-end Report
graduate STEM students at Queensborough Community College.
Dr. Gadura presented: Assessment of UR at QCC – CURC. Place: CUNY
Central, NY.
CUNY CUE Conference. Place: City College, NY
Dr. Ellerton presented: A Cross CUNY Collaboration to Assess the Impact of
Academic Service-Learning (SL) on Community College Students.
Dr. Gadura presented: Queensborough MSEIP – Using Traditional Research
Internships and Curriculum Based Research to Engage, Retain and
Graduate Students
Dr. Danzi presented: The Multicultural Lab: An Interactive Workshop on
Ancestral origins, Race and Mitochondrial DNA
Dr. Trujillo presented: Collaboration: the key to success
STEMtech Conference. Place: Denver, Colorado.
Drs. Ellerton and Carmona presented: Junior College Student Community
Service Promotes STEM K-12 Pipeline.
Drs Kaur and Petersen presented: “Partnerships between a community
college and a pre-collegiate STEM program”.
Workshop in Pedagogical Research. Place: John Jay College. Dr. Ellerton
developed the workshop “Pedagogical Research in STEM at CUNY
Community Colleges”. Also a poster “A Cross CUNY Collaboration to Assess
the Impact of Academic Service-Learning (SL) on Community College
Students” was presented at this conference.
Dr.Regina Alvarez presented: The Botany of Central Park. Place: Linnaean
Society of New York, NY.
Academic Year 2014-15
12/5/14
N/A
5/2015
An average
of 30 per
presentatio
n
12/2014
100
1/15
N/A
12/9/14
>100
Awards
The Fulbright-Nehru Academic and Professional Excellence Fellowships aim to provide U.S. faculty,
researchers, and professionals the opportunity to teach, conduct research, or carry out a combination of
teaching and research at an Indian institution. Depending on the Indian host institution, it is likely that
the grantee may contribute towards developing curriculum and conducting workshops and seminars.
These fellowships are for four to nine months. Dr. Kaur is a recipient of one of these awards and she will
travel to India for six months to share with university professors there her pedagogical approaches for
teaching Science.
Grants
1- Queensborough Minority Science Engineering Improvement Program (MSEIP). Under the
direction of Dr. Gadura
This grant proposes to use Undergraduate Research as a tool to engage, retain and graduate
Queensborough students. We intend to substantially expand the depth and breadth of research
opportunities for students, particularly underrepresented females. Students will be engaged in multitiered research programs, allowing them to begin research projects early in their academic careers and
supporting them for increasingly rigorous research that culminates in placements at partner four-year
colleges. The program will focus on 1) providing intensive summer immersion experiences for at risk
high school students 2) expanding undergraduate research experience for QCC students and 3)
launching comprehensive faculty development program to train new faculty mentors. Dr. Gadura is the
director of this program.
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Queensborough Community College
Teaching Department Year-end Report
Academic Year 2014-15
2- Joint Seed Program. Under the direction of Dr. Trujillo
The CUNY ASRC Joint Seed Program is a new funding opportunity for CUNY faculty to leverage research
relationships at the CUNY ASRC. These grants will fund research between tenured and tenure track
faculty at CUNY colleges and permanent faculty at the Advanced Science Research Center (ASRC). Grants
are up to a maximum of $10,000 for a one-year period. Dr. Trujillo is the PI for the following Joint Seed
grant: Below-ground diversity of New York City soils.
The presence (and composition) of microbes in the soil has important influences on both the
environment and on human health. This study proposes to characterize the structure of the microbial
community of the soil associated with roots of plants from three contrasting sites in New York City: 1the Thain family forest at the New York Botanical Garden (NYBG) (pristine forest); 2- the marshes in
Newton Creek (heavily contaminated soil) and 3- Central Park (a green space exposed to pollutants).
This is an exploratory hypothesis-generating project as it will generate data to address environmental
and human health problems.
3. American Society for Biochemistry and Molecular Biology (ASBMB) HOPES Seed Grant. Under the
direction of Dr. Petersen.
This program will link high school students enrolled in a Biology research course at Benjamin Cardozo
High School (BCHS) to an ongoing authentic research project in the Biology Department at
Queensborough Community College (QCC). Dr. Petersen is the PI for this grant.
4. National Science Foundation Grant. GP-Impact: Freshman Year to Geoscience Caree. Under the
direction of Dr. Ludman (Queens College), Dr. Trujillo (Queensborough Community College), and Dr.
Porter-Morgan (LaGuardia Community College). The goal of this grant is to increase the number of
urban students who complete a Geology or Environmental Science major and to prepare them to
compete for positions in geoscience graduate school and industry.
B. COURSE CHANGES IN 2014-15
New, revised, or
deleted
New
Course
number
BI-111
Course title
Introduction to Human
Biology
Semester
approved
Spring 2015
Comments
It will be resubmitted to
Pathways this semester.
C. PROGRAM CHANGES IN 2014-15
Program
Not
applicable
Program change*
Effective Date (Semester and year)
Comments
*Key: (a)=initiated, (b)=closed, (c)=renamed, (d)=modified
D. DEPARTMENT CHANGES IN 2014-15
Type
Description of
Change
Reason for Change
Date/Semester
Evaluation of
Change*
4
Queensborough Community College
Teaching Department Year-end Report
Personnel
change
Two new hires.
Organizational
change
Creation of
Committees
Facilities/space
Renovation of M-245
Equipment
Acquisition of state
of the art research
equipment.
One faculty retired
One faculty resigned
Personnel
change
Personnel
change
Development of a Public
Health AAS program.
Replacement of a retiring
faculty.
Biological Sciences and
Geology faculty voted to
create them.
CUNY2020 grant
Academic Year 2014-15
Spring 2015
NA
Fall 2014
NA
NA
CUNY2020 grant
Plans started in
Spring 2015
Fall 2015
NA
Fall 2015
NA
NA
Fall 2015
NA
NA
Please note that, if change has been too recent to evaluate, you may indicate NA.
E. DEPARTMENT ASSESSMENT IN 2014-15
1.
Departmental procedures for conducting assessment
The fundamental elements of standard 14 (assessment of student learning) of the Middle States
Commission on Higher Education include: clearly articulated statements of expected student learning
outcomes…at all levels (institution, degree/program, course) and for all programs that aim to foster
student learning and development; a documented, organized, and sustained assessment process to
evaluate and improve student learning; evidence that student learning assessment information is shared
and discussed with appropriate constituents and is used to improve teaching and learning.
Describe below the department’s ongoing procedures for assessing student learning and using
assessment results to improve teaching and learning. In your description, please explain how the
department fulfills each of the Middle States fundamental elements above.
The department independently assessed BI 201, General Biology I. This assessment was performed by
the course co-coordinator at the time, Dr. Urszula Golebiewska, and her report follows.
BI 201 Assessment Spring 2015
Dr. Urszula Golebiewska, Assistant Professor, Biological Sciences and Geology, Queensborough
Community College, Bayside, NY
At the beginning of Spring 2015 semester (during week 3-4), students enrolled in all sections of General
Biology 1 (Bi 201) course completed a surprise quiz. The quiz was designed to test their understanding of
basic concepts in evolution as well as representational knowledge i.e. reading and interpreting the data
from a graph. All sections of the course finished unit on evolution by that time and the quiz was
administered prior to the first lecture exam. The quiz is attached as an Appendix 1. The questions ranged
from very basic to drawing long term predictive conclusions and didn’t require intense preparation. The
results of the test were aggregated and the names of students removed from the scoring sheets.
222 students completed the quiz. The average score was 64%. Question 1 that required simple reading
from the graph was answered correctly by 98% of students, Question 2 that required simple
interpretation of the results (looking for opposite value than presented) was answered correctly by 66%
of students, Question 3 that required further thinking 52% and Question 4 that required forward
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Queensborough Community College
Teaching Department Year-end Report
Academic Year 2014-15
thinking and predicting outcomes only by 27% of students. Simple question asking about concept of
inheritance was correctly answered by 78% of students. The outcome of the quiz was somewhat
expected.
There was no correlation between the grade on the assessment test and the final lecture average of the
course, Pearson Product Moment Correlation p > 0.05.
The test grade average and the distribution of the test grades of students who completed the course
successfully (i.e. achieved passing grade) and students who didn’t achieve passing grade or withdrew
from the course were also not statistically different, t-test p = 0.06, two sample Kolmogorow-Smirnow
test p = 0.27.
Figure 1. Average quiz grades
5
not successful
successful
Average Grade
4
3
2
1
0
1
2
Figure 2. Distribution of test grades
50
not succesful
succesful
Number of Students
40
30
20
10
0
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Grade
6
Queensborough Community College
Teaching Department Year-end Report
Academic Year 2014-15
Appendix 1
% of rats resistant to warfarin
Spring 2015 Bi 201 Lecture assessment quiz
For decades, the pesticide warfarin has been used
100
to control rats in agricultural and urban
environments. In 1990, Germany saw a rat
80
population explosion despite continuous use of
pesticide. Michael H. Kohn and his colleagues
60
analyzed the genetics of wild rats around Munich.
They tested trapped rats for the genes conferring
40
resistance to the rat poison warfarin. Their results
for 5 towns are presented in the graph on the
20
right. Based on the graph, answer the questions
below.
0
1. Which town had the highest percentage of
1
2
Olfen Stadtlohn
resistant rats?
a. Olfen b. Stadtlohn c. Dorsen d.
Drensteinfurt e. Ludwigshafen
2. Which town had the highest percentage of susceptible rats?
a. Olfen b. Stadtlohn c. Dorsen d. Drensteinfurt e. Ludwigshafen
3. In which town the application of warfarin was the most intensive?
a. Olfen b. Stadtlohn c. Dorsen d. Drensteinfurt e. Ludwigshafen
3
4
5
Dorsen Drensteinfurt Ludwigshafen
4. What would happen with the percentage of resistant rats in
Stadtlohn if the town decided to stop application of warfarin?
a. it will decrease b. it will increase c. it will stay the same d. hard
to tell
5. Bonsai are miniature trees created from normal trees by careful and systematic pruning and clipping.
Your friend would like have one without all the trouble of taking care of it. She asks you whether
planting a seed from a maple bonsai would produce offspring that will be miniature without any
pruning. You tell her that the offspring of a bonsai will:
a. require pruning and clipping because its size and shape is an acquired trait that cannot be passed
to next generation.
b. be miniature because it will inherit acquired parental traits
c. be miniature because kids look like parents
d. require pruning unless you plant it in the same container as parental tree
This assessment has helped the course instructors to learn more about the student’s challenges and
strengths and its findings are being analyzed. This is a very important course for students pursuing a
major in Biology and we are constantly looking for strategies to help students to succeed.
2a.
Departmental participation in self-study/program review during 2014-2015, if applicable
Not applicable
2b.
Program review follow-up (from 2013-14 to 2014-15)
Action item from program review
Timeline for completion
Accomplishments during current year
Not applicable
Note: If your department was involved in a program review in the previous academic year, the table above must be filled in.
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Queensborough Community College
3a.
Academic Year 2014-15
Course assessment follow-up (from 2013-14 to 2014-15)
Course(s) assessed
from previous year
Not applicable
3b.
Teaching Department Year-end Report
Action plan from
previous year
Evaluation of Results
Follow-up
Course assessment: current year
Course(s)
assessed (list
individually)
Not applicable
Relevant General
Educational
Outcomes
Relevant Curricular
Outcomes
Evaluation of
Assessment Results
Action plan
Summary of General Education Assessment in Department of Biological Sciences and Geology:
QCC’s General Education Assessment Task Force is charged with revising the General Education
objectives for the college in order to provide evidence of students’ learning outcomes. For each of the
educational objectives proposed/ revised, the task force is charged to develop and recommend a process
for anonymous review of student works across the disciplines.
Biological Sciences and Geology Department was represented on the Task force by Dr. Mangala Tawde,
who participated and contributed to all of the Task Force work from August 2014 to June 2015. During
fall and spring semesters of 2014-15, she worked with her colleagues on the task force to design four
rubrics to measure Outcome #1: “Effective communication through reading, writing, listening, and
speaking”; separate rubrics were created for each of the communication mode such as reading, writing
etc. Every rubric includes three to five dimensions of the given Outcome; each dimension is to be scored
numerically for achievement on the following scale: 0=Insufficient, 1=Novice, 2=Developing,
3=Competent, 4=Superior. These rubrics were normed with preliminary sample student artifacts but
were later normed using large number of student artifacts submitted by faculty teaching courses from all
departments.
Three Biology courses were identified—BI 140, BI 201 and BI 311 to select the student artifacts from to
assess target outcome #2: Analytical Reasoning. Dr. Tawde asked selected faculty to submit anonym zed
examples of student work (“artifacts”) that would demonstrate students’ accomplishment of this
outcome. Various course assignments were identified that would target this outcome, the assignments
being a regular component of normal course requirements. The Task Force had created a process for
collecting electronic artifacts from courses in each academic department via “DropBox” with help from
the Academic Computing Center. Submission of student artifacts by volunteering faculty was
successfully coordinated and completed. All artifacts had course names and sections but the names of
both student and faculty were removed to ensure anonymity.
Task force members as well as other selected faculty worked over two weeks in June 2015 to score
students’ artifacts. Along with these colleagues Dr. Tawde assessed and scored numerous anonymous
student artifacts provided by faculty teaching courses across all disciplines. She also actively contributed
to the norming of the rubrics for outcomes # 1 and 2. Dr. Tawde also worked with Task force members
to revise College Mission Statement.
4.
Results of certification examinations, employer and alumni surveys, student surveys, advisory
board recommendations (if applicable, please use the table below) Not applicable
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Queensborough Community College
Teaching Department Year-end Report
Academic Year 2014-15
1. Other assessment activity (if applicable) Not applicable
F. DEPARTMENT GOALS AND OBJECTIVES
1.
Goals/objectives for 2014-2015
Departmental goals/objectives
2014/2015
[Plan not completed last year]
2.
Strategic Evaluation of achievement
Plan Y/N
Resulting action
plan
Goals/objectives for 2015-2016
Departmental goals/objectives
2015-2016
Continue developing the
Environmental Health/Science
program through articulations
with 4 year colleges.
Revise the MOA program to
pursue accreditation of the
program.
Mission/Strategic Plan
Planned method of evaluation
Increase the number of
students that get a
college degree.
Complete the remodeling of M245 and make it available for
faculty and students to perform
research.
Provide students with
unique opportunities in
the STEM fields.
Surveys from students and faculty.
Number of students enrolled in the
program and number of students
transferring to 4 year colleges
Surveys from students and faculty.
Number of students enrolled in the
program and number of students getting
job placements.
Surveys from students and faculty.
Number of students that present at
national and regional conferences.
Provide job
opportunities for
community colleges.
9
Faculty Shares Best Practices
ü How to apply for grants at community colleges
ü How to engage students in a classroom
ü Authentic undergraduate research in classroom
ü Ways to collaborate with senior colleges
Biology Department &
Queensborough MSEIP present
Faculty Development
Retreat
Develop pedagogical skills
For Registration please email:
Coordinator Shalini Singh : SSingh@qcc.cuny.edu
Please indicate your preference:
Attendance: DAY 1____ DAY 2____
Meals: Regular____ Kosher ____
Thanks to:
Queensborough - Office of Academic Affairs
CUNY – Office of Research
Queensborough – Academic Service Learning
January 20-21, 2015
York College, Queens College, Hunter College, Lehman College
Oakland Dining Room 9-3pm
Queensborough – CETL Office
Day 1 Program
Day 2 Program
Breakfast
9-10 AM
Dr. Monica Trujillo
10 AM
Welcome guests and share success of Queensborough Biology Department
9-10 AM
Faculty Development Sessions
10-12 PM
Undergraduate Research at a Community College
Groups lead by Drs. Svoronos, Gadura & Franco
Faculty will learn how to incorporate authentic research experience in their
VP Paul Marchese
10:15 AM
Office of Academic Affairs supports faculty pursuing grants and other
High Impact Practice activities.
Dean Avrom Caplan
10:30 AM
CUNY Office of Research support for faculty pursuing discipline specific or
pedagogical grants.
Panel Discussion
Breakfast
courses. Specific examples will be provided. Bring your course syllabus and walk
away with a plan that can be developed throughout the Spring semester.
Grants at a Community College
Groups lead by Drs. McLaughlin, Trujillo and Ms. Drumgoole
Faculty will learn how to apply for research opportunities at a community college.
Learn to involve undergraduates in research on campus. Faculty can come with
ideas that can be developed into specific projects throughout the year.
Working Lunch 11 – 2 PM
Senior College Collaborations and Articulations:
Drs. Dhar (York), Dennehy (Queens), Kawamura (Hunter), Jones
(Lehman). Moderator: Dr. Trujillo
Pedagogical Strategies for Community College Students
Groups lead by Drs. Kaur, Ellerton, Hindman & Danzi-Engoron
Faculty will learn how to include Service Learning and other high impact strategies to make an interactive classroom.
Come in with your course syllabus and ideas and walk away with projects than can be developed throughout the year.
High Impact Practices:
Faculty Groups share their developed products
Drs. Franco, Tawde, Ellerton, Danzi-Engoron, Kaur.
Working Lunch
Moderator: Dr. Petersen
Closing Remarks & Survey – Drs. Trujillo & Gadura
Extramural Funding:
Drs. Schneider, Svoronos, McLaughlin, Carmona, Ms. Drumgoole.
Moderator: Dr. Gadura
If you come in with an idea of what you want
Informal Discussion
12-3 PM
2-3 PM
to do with your students for the upcoming year…
Faculty may sign up for one of the three sessions on Day 2 of
you will walk away with deliverables by the end
the program. Small faculty groups will develop long term
of our Faculty Development Retreat!
strategies to enhance their pedagogy or pursue grants.
3 PM