A. Teaching and Related Responsibilities
1. In general, how have you demonstrated growth and competence in
teaching and other responsibilities related to instruction?
This year is my twelfth year of full time teaching at XXX Community
College. I came to XXX with two years of full time college teaching and
ten years of part time college teaching combined with ten years of full
time high school teaching. As the senior science faculty member, I assist
Chair xxxxxxx by serving as Science Coordinator for which I receive 3
hours of release time each Fall and Spring. I have begun many new (to the
Science department) procedures including assigning a coordinator for each
biology, chemistry and IDS course, writing and revising institutional
syllabi for each science course and holding regular meetings of the
biology faculty. A brief outline of my duties is in the Appendix. My last
promotion application was submitted 1 November 2001.
To demonstrate growth and competence in teaching:
 At XXX, I have taught a wide variety of Biology courses (more
variety than any other member of the science department) including
the lectures and laboratories for Introduction to Biology (Bio 105),
General Biology I and II (Bio 121, 122), Anatomy and Physiology I
and II (A&P; Bio 211, 212 for Allied Health students), Anatomy and
Physiology for EMT/Paramedic students (Bio 116) and lectures for
Microbiology (Bio 235). The courses I teach most often are the A&P I
and II lectures and Bio 105 lecture and lab. I love the complexity of
A&P but I also enjoy the challenge of motivating nonscience majors
and making biology relevant to their everyday lives.

I have greatly increased my emphasis on developing inductive and
deductive reasoning skills in all my students. I do this in lectures by
asking probing questions that require students to synthesize and
analyze information and to make logical predictions (eg., How will
increase in blood osmotic pressure affect blood pressure? In which
tracts do you think the collaterals of these first order neurons run?
What do you think would happen if the upper motor neurons were
damaged but the lower motor neurons were intact?). Most of my
examination questions require students to compare two or more good
answers and select the best answer for a given set of circumstances. I
do not emphasize memorization, but in order to make predictions,
certain information must be mastered. Development of these
reasoning skills is especially important in Nursing because the Nursing
Process is essentially the Scientific Method.

Because I have taught A&P I and II for many years, I know what to
emphasize in the first half of the course so students can master the
2
homeostatic mechanisms in the second half. I continually point out
the relevance of what students are studying and show them how this is
needed in later courses and in clinical work. I make numerous
references to the students’ lab work to reinforce their learning. I
communicate very high expectations and offer extensive help to all
who ask. I remind them of how much they have learned throughout
the course to encourage them and to boost their self esteem.

I chaired two departmental committees all last year that standardized
all lecture and lab syllabi and lecture exams for A&P I and II and
standardized all lecture and lab syllabi for Introduction to
Biology. Grading policy is uniform in all multisection courses and all
lecture, final and laboratory exams are comparable in scope and
difficulty in accordance with NEASC recommendations. All
instructors of a particular course compare student performance on
exams. This was not done until I became the Science coordinator.

Because there are no full time science faculty who teach Introduction
to Nutrition, I serve as the course coordinator. I wrote the institutional
syllabus, interview and hire the adjunct instructors, review the syllabi
and grading policy for each of the sections offered each semester and
review exams and the text. I have mentored two new nutrition
instructors this past year, xxxxxxx and xxxxxxx, to ensure that their
sections cover the same material and test in comparable ways.

In the past four years, I have mentored several adjuncts in a variety
of other biology courses. I reviewed lecture and lab tests, helped to
set up labs and met with the adjunct instructors three or four times
during the semester. I have mentored adjuncts since I became a full
time faculty member at XXX and I continue to do this as part of my
duties as Science Coordinator. I have been involved with the
following adjuncts:
o xxxxxxx in General Biology I
o Dr. xxxxxxx in both Introduction to Biology and Principles of
A&P (A letter from xxxxxxx is in the Appendix.)
o xxxxxxx in A&P I (xxxxxxx required extensive assistance; I
delivered about one third of the muscle and nervous system
lectures for his class and I attended all his lectures on these
topics. Because these topics are critical for Nursing students, I
wanted to ensure that his students were being properly
prepared for the second semester of A&P).

I have applied computer technology to my teaching by using
PowerPoint for several guest lectures (discussed later), creating tables
for summaries and comparisons in my notes and using Excel to create
3

a gradebook. I use WebCT, email and Word daily; all my notes and
exams are in Word.
I perform the classroom and lab observations of full time biology
and chemistry faculty as part of my duties as Science Coordinator. I
focus on the instructor’s ability to create a stimulating and nurturing
learning environment and to provide high quality instruction, in
accordance with XXX’s Mission Statement. In 2003-2004, I
observed xxxxxxx.
2. List accomplishments, special projects, or unusual work in regard to
the items indicated in Article X, Section 1 of the Collective Bargaining
Agreement
I meet and exceed all items listed in Article X, Section 1 of the Collective
Bargaining Agreement. I have not listed the items because these are
requirements all 4C’s faculty must meet. I will emphasize a few projects
and accomplishments that are not specifically mentioned in the contract.

I received a Merit Award in Spring 2004 (This is my second Merit
Award since I have been at XXX; the first was awarded in 1998 for
excellence in teaching.). The Appendix contains the 2004 letter
nominating me for the award and the notification of the award.

Though I have posted three office hours each week, my A&P students
know that I am in my office Mondays through Thursdays by 6:15 am.
At least twice a week, I meet with a student for extra help, review or
makeup exams.

I have worked with multiple constituencies and built community in
accordance with the Mission Statement by giving guest lectures in the
following classes:
1. Professor xxxxxxx’s Psychology class
For at least three semesters, I gave a lecture on neuron structure
and function, action potentials and chemical synapses. I
prepared an outline of the talk for the students and emailed
Professor xxxxxxx a copy for her future use (See Appendix).
2. Professor xxxxxxx’s and Professor xxxxxxx’s Developmental
Studies classes
When Professor xxxxxxxx’s Developmental Studies class was
reading Girl With The Pearl Earring, she invited me to give
some background on scientific thought at the time. I prepared a
PowerPoint presentation on Science in Vermeer’s time.
(See Appendix)
3. Professor xxxxxxx’s ESL class
4
When Professor xxxxxxx’s class was reading about stem cell
research, she invited me to give her students some scientific
background on the topic. I prepared a PowerPoint lecture
explaining what stem cells were, where they came from, how
they are cultured and how they might be used. She had my talk
recorded on video.

Two of my XXX special projects include:
1. Core Curriculum Assessment Committee
The Curriculum Committee elected me to represent them on
the Core Curriculum Assessment Committee. I reported back
to them and represented their interests. (See Appendix)
2. NEASC Standard Four
I attended all meetings of the Standard Four Committee and my
subcommittee, wrote the draft of 4.15-4.19 with my
subcommittee and attended the reception for the visiting team
on Sunday 7 November 2004. (See Appendix)

Work with other Connecticut Community Colleges
1. I was asked to serve on a Self Study performed by the Biology
faculty at Manchester Community College. I spent a day at
the college visiting classes and labs; interviewed
administrators, faculty, staff and students; and worked with
the evaluation team to prepare a report assessing strengths and
weaknesses and providing recommendations for improvement.
(See Appendix)
2. I have served on the Planning Committee for the Life Sciences
Professional Day Spring 2002 at Manchester Community
College. (See Program in Appendix)


Work with Connecticut State Universities
Dean xxxxxxx just asked me to serve on the committee charged
with developing articulation agreements with Western
Connecticut State University. I will be responsible for the
biology courses. This is part of an effort to increase the number of
secondary teachers in shortage areas. In accordance with XXX’s
Mission Statement, this project facilitates transfer of XXX’s
courses and provides workforce development to stimulate
economic growth in the community. Our first meeting will be at
WSCU on Friday 4 February 2005.
Work with the University of Connecticut
1. Common Course Numbering Project
I was responsible for the renumbering of all XXX’s biology
courses. All the meetings were held at UConn.
5
2. Articulation agreements for XXX’s biology courses
As part of the Common Course Numbering Project, I worked
with other Connecticut community colleges and UConn for
articulation of XXX’s biology courses.
3. What activities have you undertaken to maintain contact with your
discipline or to develop knowledge in your field or specialty?

Conferences
1. Life Sciences Professional Day, MCC Spring 2002
I served on the planning committee and attended the following
sessions:
o Workshop: BioRad on Bacterial Transformation
o Workshop: DNA fingerprinting
o Discussion group on Biology online courses
o Lecture on Anthrax in Connecticut
(See Appendix)
2. Laboratory Safety Institute, Sacred Heart University (CT)
8-10 July 2002
I participated in all sessions in the three day conference.
Topics included student laboratory safety, Chemical Hygiene
Plans, waste removal and OSHA and EPA regulations.
(See Appendix)

Book Reviews
I served as a paid reviewer of the texts and study guides listed below.
(See Appendix)
1. Wiley: Rice’s Biology for a New Century, Summer 2004
2. McGraw-Hill: Crivello’s Human Anatomy and Physiology:
A Functional Approach, Summer 2003
3. Lippencott, Williams and Williams: Study guide for
Memmler’s Structure and Function of the Human Body,
Summer 2002

Science Reading
I read both technical and nontechnical science material. I cite my
reading in class when relevant and I have an extensive library that I
have made available to students. Among the most often borrowed are
Illness as Metaphor and AIDS and its Metaphors by Susan Sontag,
How We Die by Sherwin Nuland and The Man Who Mistook His Wife
for a Hat by Oliver Sacks.
The science books I read most recently are:
6
Stiff: The Curious Lives of Human Cadavers by Mary Roach
Darwin, His Daughter and Human Evolution by Robert Keynes
What Evolution Is by Ernst Mayr
The Structure of Evolutionary Theory by S. J. Gould
The science journals I regularly read are:
Science
Science News
Scientific American
The Sciences
I periodically browse:
Science Teacher
J. College Science Teaching
American Biology Teacher
Natural History
Smithsonian
I subscribe to The New Yorker which regularly contains articles on
science and medicine as well as biographical articles on scientists and
physicians in their Annals of Medicine and Profiles sections. In Fall
2004 there was an article on stem cell research which I brought to
Professor xxxxxxx’s class when I gave the PowerPoint presentation
already mentioned.
The newspapers I read regularly are The New York Times (The
Science Times on Tuesdays is especially useful, as are the links on
their website.) and The Chronicle of Higher Education.

Professional societies
I have been a member of the Professional Societies listed below, but
am now most involved in the Human Anatomy and Physiology
Society and The New York Academy of Science.
American Association for the Advancement of Science, since 1975
American Society of Zoologists, renamed Society for Integrative
and Comparative Biology, since 1979
National Association of Biology Teachers, since 1982
Society for Neuroscience, since 1981
National Association of Biology Teachers, since 1982
New York Academy of Science, since 1982
National Science Teachers’ Association, since 1983
Human Anatomy and Physiology Society, since 1996

Internet Research
Among the most useful websites are those associated with:
Universities and Medical schools (for histology, dissection and
anatomy illustrations; eg., Loyola University Medical Education;
University of Kansas Department of Anatomy and Cell Biology)
Government and Federal agencies (eg., National Institutes of
Health)
Professional Societies and their journals (eg., www.hapsweb.org)
Textbooks
7

Department Colleagues
Because of many retirements, the Mathematic and Science
Department has added five new faculty members in the past year.
They come to XXX with state of the art training in biotechnology and
instrumentation and they are very comfortable with all aspects of
educational technology. They have been happy to answer my
computer questions and to engage in informal discussions of various
science topics. This mixing of new and seasoned faculty is
intellectually stimulating for all involved.
B. Other Assignments
1. List the college committees on which you have served and briefly
describe your work on them.

Curriculum Committee and Special Studies Subcommittee
I have been a member of the Curriculum Committee since 1993. I
represent the Science faculty and work to maintain the integrity, rigor
and transferability of XXX’s science courses. I have been a member
of the Special Studies Subcommittee since 1997. We review new and
experimental courses and report back to the full Curriculum
Committee

Nursing Advising Task Force
I was on the original committee that was created to discuss how to
better prepare students for the rigors of the Allied Health courses and
the required sciences courses. The committee’s charge has broadened
to include discussion of admissions criteria. This past year we
modified the admission “formula” to decrease the weight of the
Chemistry 111 grade and increase the weight of the English 101 and
A&P grades. We are always concerned with student retention in the
difficult science and clinical courses.

Student Success Council (formerly Task force on Advising)
I was a member of the original group and remained active until my
teaching schedule interfered with the Tuesday afternoon meetings
about 2 years ago. This group developed the College Forum class
that is now required of all first time full time students at XXX.
Among my own projects in the last four years were to Chair the
International Students subcommittee. I arranged meetings, took and
distributed minutes, prepared a series of reports and presented the
information to the entire committee. (See Appendix)

Search Committees
1. Physics substitute for Spring 2005, Fall 2003
2. Academic Dean, Summer 2004: no one hired
8
3. Biology faculty, Spring 2004: xxxxxxx and xxxxxxx hired
4. Biology faculty, Fall 2003: xxxxxx hired
5. Chemistry faculty, Fall 2003: xxxxxxx hired (he started Fall
2004)
6. Biology faculty, Spring 2003: xxxxxxx and xxxxxxx hired;
xxxxxxx left after one year
7. Biology/Chemistry faculty: xxxxxxx hired
8. Italian faculty: xxxxxxx hired
(I am not sure of the year for the last two searches, but they were
not listed in my previous promotion application.)
NB. I asked to serve on the Italian faculty search because I have taken
three Italian courses at XXX.
NB. I checked references for all the science 2003 and 2004 searches.
NB. Before 2001 I served on two Chemistry Search committees, the
second of which hired xxxxxx in 1999 and two Environmental
Technology Search Committees that hired xxxxxxx and xxxxxxx. I
chaired three of these four committees. I have, therefore been on all
searches for Science faculty since I was hired in 1993.

Honors Committee
I was on the original committee. The Committee develops and
approves Honors courses and determines the required courses in the
Honors Program. I have not been active in the past year because of
my new duties as Science coordinator.

4C’s Promotions Committee
I was elected to serve on the Promotions Committee for 2001-2002.
(See Appendix)

4C’s Tenure Committee
I was elected to serve on the Tenure Committee for 2001-2002.
(See Appendix)

4C’s Sabbatical Committee
I was elected to serve on the Sabbatical Committee for 2001. I served
as Chair, took and distributed minutes of all our meetings and
reported the committee’s conclusions to the President for final
decision. Professor xxxxxxx was awarded a sabbatical.
2. List any student club or organization advisor-ships and describe your
work in this role.
I do not advise any student organizations, but I work with and for
9
students in many ways outside the classroom.

Faculty Representative for Goldwater Scholarship
I have served as Faculty Representative from 1993 until Fall 2004
when I asked xxxxxxx, one of our new Science faculty, to take over.
Up to this year, I took care of all correspondence; advertised the
scholarship to math/science students, their instructors, counselors and
advisors; finalized the application; wrote the official letter of
recommendation; and mailed in the completed application. The
scholarship is exclusively for full time science, math and engineering
students who are pursuing a research career. (See Appendix)

Faculty Representative for Udall Scholarship
I have served as Faculty Representative for ten years. The duties are
the same as those mentioned above for the Goldwater Scholarship.
This scholarship is for students with interests in environmental and
health care careers, particularly for Native American or Alaskan
students interested in public policy. (See Appendix)

Scholarship for Transfer to Smith, Wellesley or Mount Holyoke
Because I am the Science Advisor, I work with many students who
are interested in earning a four year degree in Science. I attend
meetings organized by Professor xxxxxxx in which representatives
from Smith, Wellesley or Mount Holyoke College invite XXX
students to apply for one of their scholarships. Two years ago I wrote
letters for xxxxxxx who won a full scholarship to Smith and to Mount
Holyoke. She is now a senior at Mount Holyoke and has applied for a
Fulbright Scholarship to study Lyme disease in Scotland. The
Appendix contains the original letter I wrote for xxxxxxx as well as
the review she asked me to submit as part of her application for a
Fulbright award.
As Science Advisor, I work with many preNursing and
preprofessional students who request letters of recommendation. I
have included a few of the most recent in the Appendix.

Women of Promise
I have nominated a student for the past two years and plan to do so
again this year. I have been the only member of the
Mathematic/Science Department to nominate a student, but this year I
will encourage my colleagues to participate. In 2004 I nominated
xxxxxxxx from my A&P I and II lecture sections. In 2003 I
nominated xxxxxxx from my Introduction to Biology lecture section.
Both years I attended the dinner and Awards ceremony.

Who’s Who Nominating Committee
10
I served on the Nominating Committee in 2002. The Committee
reviewed student records and selected a group of students to
nominate. (See Appendix)

Tutoring Center for math and science courses
Ever since I served as Department Chair I have recommended
providing students with professional tutors to supplement the peer
tutoring available in XXX’s tutoring center. With Chair xxxxxxx’s
help, this has finally become a reality. She and I worked during
Summer 2004 to organize a center and to determine the most pressing
needs. In Fall 2004, tutoring was available for A&P students. I
worked two and a half hours per week (with pay) and Professor
xxxxxxx worked seven and a half hours (as part of his load) each
week. At least ten students, including students from sections taught
by other A&P instructors, attended each of my sessions. Because
students have been enthusiastic about this service, we will be
expanding the professional tutoring to include Chemistry and other
Biology courses next semester. Dr. xxxxxxx will be the director.
Before this tutoring, there was a consistent problem recruiting and
keeping peer tutors. The most qualified students are the Nursing
students and typically they are too busy with their Clinical courses to
serve as tutors.
3. Have you developed any new instructional techniques, course
offerings, or programs?
New Courses:
 IDS Science Revision (See Appendix)
I was part of the math/science team that revised the original IDS
science course to be a four credit laboratory course roughly one third
physics, one third chemistry and one third biology. I selected the
biology concepts to be included and suggested appropriate labs.
 Applied Nutrition (See Appendix)
Professor xxxxxxx asked me to work on the science content of a
nutrition course specifically designed for Hospitality Management
and Culinary Arts students. After doing so, I brought the course to
the Math/Science department (since it has a Biology designation, Bio
112) for approval as the science course for Hospitality Management
and Culinary Arts students. Following departmental approval, I
presented it to the Curriculum Committee and finally to the entire
faculty. The course is being offered again in Spring 2005.
Instructional Techniques:
I am responsible for coordinating the lectures and labs for Introduction for
Biology (Bio 105), a one semester lab science for nonscience majors and
11
the lectures for A&P I and II (Bio 211-212). In both cases, I prepare
extensive notes for each chapter which I distribute to each instructor and
to each of my students (Most instructors chose not to distribute these notes
to their students. That is a matter of personal choice and academic
freedom.). Both courses cover a great deal of material which tends to be
very complex and detailed. I started distributing notes to students because
I want them to listen carefully during class. If they have the notes I
prepared, they can think and ask questions during class rather than worry
about writing everything important down in their notes. The notes I
prepare represent information from the text with extensive references to
summary tables and illustrations; they include supplementary information,
tables I have created and a few drawings I have made. They are my
original work; they are not photocopied from an ancillary provided
by the publisher and they are not photocopied PowerPoint slides
provided by the publisher. They represent what I consider to be the vital
information in each chapter and they are the basis of my examination
questions.

Introduction to Biology
In Bio 105, the lecture notes include study hints (exam format,
topics covered and categories for matching questions) for each lecture
exam and practice exams (for the first two exams), which students
find very helpful.
I prepare a handout for each lab in Bio 105 which I distribute to all
instructors and to all my students. These handouts highlight the
important information, give supplemental directions not found in the
lab book, include safety precautions and directions for proper waste
disposal. Included in each handout is a practice quiz similar to the
one the student will take at the beginning of the next lab. The practice
quizzes help students to focus on the most important information and
guide their study.
The exercises in Bio 105 are designed to demonstrate the relevance of
biology to everyday life. We use everyday items like onions, milk,
soda and flowers whenever possible; potatoes are the source of
catalase in our enzyme lab; we make yogurt and root beer to
demonstrate fermentation. I eliminated animal dissection because I
do not think it is appropriate for nonmajors. I bring in nutrition and
cosmetic ads for debunking.
Examples of a lecture packet and lab handout are in the Appendix.

A&P I and II
A&P I and II are extremely rigorous courses that cover complex
material in great detail. Memorization of the vocabulary and certain
basic information is only the first step in mastering the material;
synthesis and analysis are essential to the understanding of the
homeostatic mechanisms of the body. The chapter notes I prepare
12
and distribute have all the vital information in an organized and
logical format. Knowing that all the information they need is in the
notes allows students to really listen and think during class. Thinking
is very important in my teaching style: I constantly ask questions to
elicit information and to guide them in synthesizing the material. I
sharpen their skills throughout the two semesters. Nursing students
have repeatedly told me that those A&P chapter notes I prepare are
very useful in their clinical courses because no review of anatomy and
physiology is given. (See Appendix for handout for Chapter 17, The
Autonomic Nervous System and Chapter 20, The Heart.)
4. In what community service activities of the college have you
participated as part of your regular assignment (not for additional
pay)?
Service to the community is an important part of XXX’s mission. I have
worked with a local business and local educational facilities to encourage
partnerships and to provide cultural and intellectual enrichment in
several ways.
 Judge for Olin Corporation’s Environmental Awards Program
Fall 2003 was the sixth consecutive year that I served as a judge for
Olin’s annual Environmental Award. Serving as a judge involves
reviewing and evaluating all applications for the award and meeting
with other judges and Olin officials to select the winners. There was
no Awards Program in 2004. (See Appendix)

Presenter for Maritime Center Career Night for Girls
I have participated in the Annual Career Exploration Night since
1996. Each year, I host a booth that is visited by young students, their
teachers and families. I talk about biology as a career, make slides
using the visitors’ cells and demonstrate slides of some other human
tissues. My booth is always very busy and popular. (See Appendix)

Presenter for XXX High School Woman to Woman Career Day
Since 2001 I have been a presenter in XXX High School’s Woman to
Woman Career Day. A group of professional women are invited to
discuss the development, the rewards and the difficulties of their
careers with juniors at XXX High School. Following the small group
discussions, there is an informal lunch so the juniors can continue to
ask questions. (See Appendix)

Presenter for XXX’s Great Ideas Day
I have been an enthusiastic supporter of and presenter for Great Ideas
Day (originally Philosopher’s Day) since its inception. My most
recent (See Appendix) talks were:
2001 Zambrano and Hortega Day: Ramon y Cajal, Spanish
neuroanatomist (with slides)
13
2002 Galileo Day: The Body Uncovered: Italian Anatomists
(PowerPoint)
2003 W. B. DuBois Day: Sickle Cell Anemia (PowerPoint)
There was no Great Ideas Day in 2004.

Presenter for XXX’s Academic Festival
I have done a presentation (and sometimes two) nearly every year that
the Academic Festival has been in existence. My most recent (See
Appendix) presentations were:
Antibiotic Resistance (with xxxxxxx)
Discussion on Evolution (with xxxxxxx)
Bioterrorism: Anthrax, Botulism and Bubonic Plague (with xxxxxxx
and xxxxxxx)
A Biography of Charles Darwin (PowerPoint; with xxxxxxx)

Judge for XXX’s Science Fair
I have served as a judge in each of the three Science Fairs held during
the Academic Festival (See Appendix). I have signed on as a judge
again this year.
5. Indicate any other college service not covered above which you wish
to have considered by those reviewing this application.
 Planning sessions with Architects for new science facilities
The Mathematics/Science department faculty have met with architects
to discuss lab design. In addition to these meetings, I meet regularly
with Chair xxxxxxx to discuss the future lab needs of the department.
As Allied Health enrollment increases, we must increase the number
of Chemistry 111, A&P I and II and Microbiology classes that are
offered. All of these are lab courses so we will need more lecture and
lab space. ‘Smart’ classrooms and labs are more in demand.
 Visits to Professor xxxxxxx ‘s Architecture class
In spring 2004 Professor xxxxxxx’s Architecture class participated in
a competition to design a state of the art Science facility for a major
university. Professor xxxxxxx invited me and xxxxxxx to outline the
needs of modern biology and chemistry departments. After giving
my presentation, I took the class on a tour of each of XXX’s science
labs, prep rooms, lecture rooms and offices to point out what works
well and what needs improvement. At the end of the semester I
attended the student jury and participated in the critiques of the
student projects. (See Appendix)
 Lab Safety and Chemical Hygiene Plan
In the past two years, XXX has developed a Chemical Hygiene Plan,
removed toxic substances from the labs and prep rooms and improved
safety in the labs. I attended a Lab Safety Institute (cited earlier) in
preparation and was involved in all aspects of this project. Many of
the handbooks I received at the Safety Institute have been very useful.
14
In Spring Summer 2003 I directed the removal of materials from West
240 and the two adjacent prep rooms; I directed and participated in
the cleanup and reorganization of those rooms.
Whenever a representative from TRC (the company hired to remove
toxic substances from our labs) visits, I attend the sessions and
communicate the information to the other science faculty.
All our biology, chemistry and IDS science lab classes begin with a
safety training session. All instructors review safety procedures and
all students must sign a student safety agreement. I designed the
standard biology safety agreement (see Appendix). Every semester I
collect all signed student safety sheets and send them to xxxxxxx.


During each semester, I informally visit all biology labs unannounced
while they are in session to ensure that the instructors are following
the safety procedures outlined in the safety sheets.
Substitute for absent biology faculty
Whenever possible, I substitute for absent biology faculty so that
classes are not cancelled. If I cannot substitute because I am teaching
at the time, I try to find a substitute among our science faculty and
staff. In Spring 2004 I taught a Bio 105 lecture for Professor
xxxxxxx; In Fall 2004, I taught a three hour A&P I lab for Professor
xxxxxxx (adjunct). It is especially critical that A&P lectures and labs
are not cancelled.
Oversee biology labs and preparation rooms, direct xxxxxxx and
student workers
As part of my duties as Science Coordinator, I check the condition of
our labs and prep rooms. When there was a major leak in W240 one
evening about two years ago, I called Security and began the cleanup
of water. I oversee all ordering of biology materials and equipment, I
personally prepare the weekly lists of materials needed for all Bio 105
labs and I direct our Biology lab assistant, xxxxxxx and her student
workers. This past year, two student workers and an educational
assistant helped us run our biology labs. I told them which projects I
wanted accomplished for our labs and prep rooms. Our latest project
was reorganizing W240 to accommodate a second large refrigerator.
C. Supplemental Information to be completed by those seeking promotion to
Professor or Associate Professor
1. Cite any evidence of your demonstrated growth and effectiveness in
community service.
15

Increased XXX’s presence at Maritime Center’s Career Night for
Girls
As noted above, I have participated in the annual Career Exploration
Night since 1996. In the past four years I invited other members of the
department to participate; last year Professors xxxxxxx and xxxxxxx
shared a booth with me. Professor xxxxxxx has offered us volunteers
from the Cemistry Club. These XXX students performed experiments
and assisted me in making slides. Further evidence of my involvement
with the Maritime Center is demonstrated by my visit in there Spring
2004 to discuss possible collaborative projects and internships.
Besides increasing our service to the community, our expanded
presence at the Maritime Center makes XXX more visible to local
students, parents and teachers, in accordance with XXX’s Mission
Statement.

Increased involvement with Olin Corporation
I met Redding Thompson of Olin while I was Acting Coordinator of
Environmental Technology several years ago. We worked together on
the Search Committee for a new Coordinator of the program and as
members of the program’s Advisory Committee. When he asked me
to judge Olin’s Environmental Award competition, I agreed. His
successors asked for my service as a judge each year. They have also
asked for my comments on Olin’s web page and for suggestions to
improve their Environmental Award Program. My work with Olin
fosters a closer relationship between XXX and this corporation in our
community, in accordance with XXX’s Mission Statement.

Involve new science faculty XXX high School Woman to Woman
Career Day
Last year I asked one of the XXX high School counselors involved in
organizing the Career Day to invite xxxxxxx, one of our new science
faculty. Professor xxxxxxx told me that she enjoyed the day
immensely and plans to attend again in Spring 2005.

Encourage new science faculty to participate in Academic Festival
and Great Ideas Day
To encourage more science faculty participation, I co-presented
several sessions with them. The most recent co-presentation was for
W. B. duBois Day when xxxxxxx and I did a PowerPoint presentation
on sickle cell anemia. I discussed the signs, symptoms and
physiological affects of the disease; he discussed the genetics and
social ramifications of the disease.
2. Have you engaged in any professional development activities other
than those indicated in A3 above?
16

Computer training sessions at XXX
I have taken a wide variety and great number of the computer courses
offered at XXX. I generally take several each summer because my
teaching schedule prevents me from taking them during the semester.
Among the courses I have taken in the past four years are:
Word, through four levels
Windows XP
File management
Internet research
Infusing technology into the classroom
Office Integration Techniques
Upgrading to Office 2003
Publisher 2002
PowerPoint, two levels
Excel 2003
WebCT training
Frontpage (for website design)
Banner updates and training

Noel Levitz project
Dean xxxxxxx invited me to participate in this Student Satisfaction
Survey. (See Appendix)

Information session on Students with Disabilities
I attended the information session offered by The Center For
Teaching. Lori Orvetti was the presenter. (See Appendix)

Research for my special XXX presentations
I have used internet searches for material and illustrations for nearly
all the presentations I have given for Great Ideas Day, the Academic
festival and special talks in other academic departments at XXX
(Science in Vermeer’s time and Stem Cell Research, cited above). I
also research current literature and texts for the information I need.
Though this research is not specifically for the classes I teach, much of
the information trickles into my classroom.
Travel and visiting sites of scientific interest

I am fortunate to have traveled to various countries in Europe over
twenty times. As I visit the great art museums and historical places, I
am better able to appreciate and recognize the contributions each
culture has made. I make a point of visiting medical and science
museums and the homes or working places of scientists. In the past
few years, I have had students from Italy, Sweden, Denmark,
Germany and Portugal; each of these students was pleased that I had
visited and enjoyed their native country and acknowledged the
17
contributions of their scientists. Because of the rich cultural diversity
at XXX, I always mention the nationality of the scientists we mention
in class. Our students should recognize the contributions each culture
has made to the current body of knowledge.
Among the sites of scientific interest I have visited in the past four
years are:
o Home and laboratory of Dr. Semmelweiss (childbirth fever) in
Budapest
o Old Alchemy laboratory in Budapest
o Museum of Comparative Anatomy at Harvard
o Mutter Medical Museum in Philadelphia
o Museum of the History of Surgery in Chicago
o Field Museum of Chicago

Attendance at cultural events
I have special interest in art, ballet and opera. Besides enriching me
personally, my involvement in these arts has actually proved useful to
my Nursing/Allied Health students who must take The Creative
Voice for their IDS humanities requirement. Before and after classes, I
share my enthusiasm for these cultural events; I have given my
students the websites and telephone numbers of New York City Opera,
The Metropolitan Opera and The American Ballet and I have offered
many suggestions about which opera or ballet to attend. I have even
taken two students to the opera.
Art
I have visited many of the greatest art museums in the world. When
teaching muscle anatomy, I refer to the appearance of the muscles in
Michelangelo’s David, Moses and Adam, in the Barberini faun, and in
Venus de Milo. I refer to Rembrandt’s Anatomy Lesson of Dr. Tulp
and the importance of artist-anatomists like da Vinci and Mantegna.
When discussing genetics and the effects of inbreeding I mention the
dwarves of Velazquez. I want my students to see that all learning is
enriching and seamless.
Ballet
I have had a subscription for the American Ballet’s summer season for
three years. There is nothing quite like a live muscle in motion!
When discussing the nervous control of skeletal muscle in A&P I, I
mention that the leg and arm muscles used in ballet are part of very
large motor units.
Opera
I have had a subscription to The Metropolitan Opera for over eight
years and to New York City Opera for four years. One might at first
18
think that there is no connection between opera and life, let alone
opera and biology. I cite opera when discussing that the smallest
motor units in the body are those controlling the vocal cords. When
discussing tuberculosis in Microbiology, I have cited Violetta in
Verdi’s La Traviata and Mimi in Puccini’s La Boheme.
Opera has provided a bond between opera loving XXX faculty.
Gunnar Sahlin and I have had many conversations and he has even
asked my advice on which operas should be a part of XXX’s
collection. I have lent Erika Vogel Wagner opera CDs for her German
culture class.
Citing cultural events demonstrates to the nursing students the vital
importance of the humanities in a well educated individual; it
humanizes science for the nonscience majors in Bio 105; it
demonstrates how ideas from the Arts color our thoughts and
perceptions.
3. Outline briefly and specifically your overall contribution to the
college.
Over the past twelve years at XXX, I have seen my participation in college
activities grow steadily. Each semester brought greater responsibilities
that included Chairing the Department of Mathematics and Science.
Many of my major contributions are linked to my role as Science
Coordinator: I have greater influence over the science courses and can
effect major changes and improvements.
Within the Department of Mathematics and Science:
 I have improved and expanded the scheduling of XXX’s science
courses to better accommodate our students’ schedules.
o I scheduled day and evening sections of all multisection
courses, including General Chemistry. The Wednesday/Friday
A&P and Chemistry 111 sections are new this year; Friday labs
maximize the use of our limited laboratory space.
o I expanded summer science offerings. This summer I
scheduled two microbiology sections for the first time in about
five years. One will be offered in the evening, the other will be
offered during the day; both will be taught by full time faculty.
I scheduled A&P I in an 8 week summer session; this is the
first time XXX has offered A&P during the summer. It will be
taught by full time faculty and will help meet the growing
demand for A&P sections by our Nursing/Allied Health
division.
19
o I linked all lecture and labs so that the students in a particular
lecture can work together in lab. This encourages the
formation of student study groups. Moreover, in most sections
of A&P, students have the same professor for lecture and lab.
This is best for students and instructors and has been
enthusiastically received.

I created and chaired departmental subcommittees that have
greatly improved XXX’s biology courses and I assigned a
coordinator for each biology course.
o All three sections of Bio 105 use the same syllabus in lecture
and lab; all sections do the same labs in the same order;
grading is standardized. All labs have been updated and
include new exercises. Because Bio 105 lab may be offered
during meeting time, I cannot assign the same instructor for
lecture and lab in all sections.
o In Bio 211-212, Anatomy and Physiology I and II, we use
the same syllabus in lecture and lab; we have the same grading
policy; we have standardized the examinations. Only full time
faculty teach the lectures and we meet regularly to update the
material and decide on the content. Full time faculty teach all
but two of the labs; one of these two labs runs during meeting
time, so full time faculty cannot teach it. My Ph.D. and
postdoctoral training are in neuroanatomy, an area that was
very underrepresented in the course before I became Science
coordinator. The A&P subcommittee agreed to include more
detail on sensory and motor tracts, spinal somatic reflexes and
autonomic nervous system receptors. These topics are
especially important for nursing students in understanding
nervous system injuries and pharmacology.
o xxxxxxx now coordinates and standardizes the sections of
General Biology, Bio 121-122. As Science coordinator, I was
able to discuss this with Department Chair xxxxxxx and
convince her that one of our new faculty should be specifically
assigned to this course sequence.
o Professor xxxxxxx now coordinates Microbiology, Bio 235.
We now have only full time faculty teaching the course,
including two sections in the summer. Professor xxxxxxx has
improved the laboratory exercises. As Science coordinator, I
was able to discuss this with Department Chair xxxxxxx and
convince her that one of our new faculty should be assigned to
this course.

I have served as a science resource to my colleagues in the
Mathematics and Science Department as well as to colleagues in
other departments
20
As cited earlier, I have visited Architecture, ESL, Developmental
Studies and Psychology classes. I have presented science related talks
for most of the Academic Festivals in the past four years and each of
the Great Ideas Days, focusing on Spanish, Italian and African
American cultures, in the past three years. My extensive library has
been useful to colleagues in my own department as well as in other
departments.

I have built camaraderie within the Mathematics and Science
Department
Because I have been on all Science Faculty Search Committees, I have
been able to guide the development of the Department and advocate
for especially well qualified candidates. I work closely with them on
subcommittees; I encourage them to participate in college activities; I
observe them teach and I write their evaluations. All biology faculty
offices, two of the three chemistry faculty offices and the office of our
biology and chemistry lab assistants are in the same corridor so we see
each other several times each day; we have many friendly, informal
exchanges and we can easily consult with each other (In the new
science wing, I asked the architects to put all science faculty offices
closer together so we can continue this communication.). We are
respectful of the expertise each one of us brings to the department
and we work as a team. I am pleased with this camaraderie; it
benefits us, our students and the college.
College wide:
 I have encouraged communication between departments
Besides giving guest lectures in other departments, I encourage more
interaction between departments. I am involved in the Nursing
Advising Task Force; when Professor xxxxxxx needed microscopes,
she spoke with me (I will arrange for the transfer of two or three of the
biology microscopes to her program in Spring 2005); I am invited to
and attend the Nursing Pinning Ceremony; I invited xxxxxxx to speak
about Respiratory Care in my classes (see Appendix). I have written
letters to acknowledge help from others: both xxxxxxx and xxxxxxx
have helped me with the setup of special PowerPoint presentations and
I have sent letters to their supervisors (see Appendix). In response to
requests from Professors xxxxxxx and xxxxxxx, I wrote letters
recommending them for promotion (see Appendix). Because of my
opera, art and ballet interests, I frequently talk about these things with
colleagues from different departments. My interest in Italian
language and culture lead to my friendship with Professors xxxxxxx,
xxxxxxx, xxxxxxx and the registrar, xxxxxxx, with whom I also share
interest in German culture. A broad based education brings a wealth
of interconnections to everyone involved.
21

I have participated in a wide variety of academic and cultural
activities.
My service on committees, my guest lectures and presentations, my
involvement with the community and my participation and attendance
at many of XXX’s cultural and social events have enriched the college
community and advanced the Mission of the college.
D. Supplemental Information to be completed by those seeking promotion to
the rank of Professor
1. Provide evidence of effective academic leadership.



Service on College Committees
With continuous service on the Curriculum Committee and Special
subcommittee, I have effectively represented the concerns and
interests of the Science faculty. With service on a wide variety of
special, standing and ad hoc committees, I have become an integral
part of the XXX community
.
Curriculum Development
I have been involved in the creation of new courses and in the
improvement of standard science courses; I have served on the Honors
Committee which offers especially challenging courses to XXX’s best
students. In my first four years at XXX, I taught an Honors course,
Brain and Mind, with Professor xxxxxxx I observe and evaluate the
full time faculty teaching biology and chemistry courses to maintain
superior instruction. I have worked on articulation agreements with
UConn and will be working on articulation agreements with WCSU to
ensure the transfer of XXX’s biology courses.
Dedication to intellectual and cultural development and to
maintaining high academic standards
I came to XXX with a Ph.D. and a two year National Institutes of
Health Postdoctoral Fellowship (neuroanatomy research at both the
University of Massachusetts Medical School Department of Anatomy
and University of Connecticut Department of Biobehavioral Sciences).
I have kept current in my field and used my special training to enrich
XXX’s A&P courses. I attend professional conferences and took an
interdisciplinary course, The Scientific Imagination, in Summer 2000
offered at Oxford University in England. The course was offered by
the University of California at Berkeley (See Appendix); I took it for
ideas relating to the development of an Honors interdisciplinary course
in Science.
I have demonstrated continuous professional development by
improving my teaching skills, computer skills and my knowledge base,
22
not only in my discipline, but in a wide range of disciplines. I have
broadened and deepened my education and I encourage the same in
my students.
I communicate very high expectations for myself and for my students,
especially for those who must take national examinations in Nursing
and Allied Health. I take responsibility for teaching the material and I
expect my students to take responsibility for learning it. In A&P I and
II, my students and I work as a team to master all material tested in the
national exams. This is a high pressure situation: we cannot omit a
chapter or fall behind in the syllabus; if there are snow days, I make up
the time missed by arranging extra sessions when they are convenient
for my students. My students know their examinations will be
rigorous, but they also know I am available for extra help and
tutoring—at 6:15 am if it is convenient for them—and they know they
will be prepared for their clinical work.

Leadership within my department
As the senior science faculty member and as Science Coordinator, I
have facilitated improvements in the Science Department by effecting
changes in courses, scheduling and faculty. I was on every search for
science faculty since I was hired and I observe and evaluate all biology
and chemistry faculty. I have mentored each of them and have been in
a unique position to encourage teamwork and camaraderie. I have
been involved in the hiring, training and direction of our biology lab
assistant and several student workers and in the development and
implementation of our Chemical Hygiene Plan. If something needs to
be done in the Science Department, I do it. I am frequently the only
full time science faculty member to be on campus to see when leaks or
floods occur in the labs and prep rooms. When I see the growth,
development and improvements in the Science Department that have
occurred in the twelve years that I have been a member, I am deeply
gratified by my role in this transformation.

Leadership in helping part time and full time faculty in my
department and full time faculty in other departments
I have mentored every full time biology and chemistry faculty member
hired in the past twelve years. I have mentored every part time A&P I
and II lecture and lab instructor, every part time Introduction to
Biology lecture and lab instructor, every part time General Biology I
and II lecture and lab instructor and every part time Principles of
Anatomy and Physiology (one semester course for paramedics and
fitness majors) instructor. When new full and part time biology
instructors join the staff, I share my lecture and lab syllabi, notes and
exams. I have been a science resource to my colleagues in other
23
departments and I have given special science presentations at each
Great Ideas Day and most Academic Festivals.

Serving as a positive role model for colleagues and students
I am fully dedicated to my students and to their success. I have been
flexible without sacrificing rigor or high standards. I give my students
innumerable hours of tutoring, review and encouragement. With my
example, I hope to demonstrate the benefits of a broad education, to
share my love of learning and to show my students the fulfillment and
satisfaction of scholarship. Most important I hope my students will
see that learning is a life long process, a process that humanizes and
humbles as it confers satisfaction, self esteem and confidence.
I fostered a spirit of cooperation and collegiality between my
department and other departments by working with my colleagues on
committees, doing copresentations and giving guest lectures.

Recognition of my Service
I have been diligent and creative in fulfilling my duties. In recognition
of my teaching, my service to XXX and my dedication to advancing
the mission of the college, I received two Merit Awards in the last
seven years.