program revision proposal: changes to an existing program · the biology major is revised with...

1

Program Revision Proposal:

Changes to an Existing Program Form 3A

SUNY approval and SED registration are required for many changes to registered programs. To request a change to a

registered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the creation

of a new program,1 a Chief Executive or Chief Academic Officer must submit a signed cover letter and this completed

form to the SUNY Provost at [email protected].

Section 1. General Information

a)

Institutional

Information

1. Institution Name: SUNY College at Oneonta

2. Institution’s 6-digit SED Institution Code:

3. Institution’s Address: 108 Ravine Parkway, Oneonta, NY 13820

4. Additional Information: Specify each campus and its 6-digit SED Institution Code where the

program is registered and where the proposed changes would apply.

b)

The Registered

Program to be

Changed

1. Program title: Biology

2. Award (e.g., B.A., M.S.): B.S.

3. Number of Required Credits: Minimum [ 122 ] If tracks or options, largest minimum [ 122

]

4. HEGIS Code:

5. SED Inventory of Registered Programs (IRP) 5-digit Program Code: 12371

6. Anticipated effective date of the change in the program(s) (mm/dd/yyyy): 01/01/2015

7. If the current program(s) must remain registered until enrolled students have graduated, the

anticipated effective date by which continuing students will have completed the current

version of the program(s): 12/31/2018

c)

Contact Person for

This Proposal

Name and title: Jeffrey Heilveil, Chair-Biology Department

Telephone: 607-436-3162 (Dept. phone)

E-mail: [email protected]

d)

CEO (or designee)

Approval

.

Signature affirms that the proposal has met all applicable campus administrative and

shared governance procedures for consultation, and the institution’s commitment to support

the program as revised.

Name and title: E. Maria Thompson, Provost and VP of Academic Affairs

Signature and date:

If the revised program will be registered jointly2 with one more other institutions, provide the

following information for each partner institution. The signature confirms support of the

changes.

Partner institution’s name:

Name and title of partner institution’s CEO:

Signature of partner institution’s CEO (or append a signed letter indicating approval of this

proposal):

Version 2013-10-21

1 To propose changes that would create a new program, the Program Revision Proposal form for Creating New Program(s) from

Existing Program(s) is required. 2 If the partner institution is non-degree-granting, see CEO Memo 94-04.

mailto:[email protected]

http://www.suny.edu/provost/academic_affairs/app.links.cfm

http://www.suny.edu/provost/academic_affairs/app/forms.cfm

http://www.nysed.gov/heds/IRPSL1.html



http://www.highered.nysed.gov/ocue/lrp/ceomemorandum.htm

2

Section 2. Requested Changes.

Section 2.1. Changes in Program Content

a) Check all that apply. Describe each proposed change and why it is proposed.

[ x ] Cumulative change from SED’s last approval of the registered program of one-third or more of the minimum credits

required for the award (e.g., 20 credits for associate degree programs, 40 credits for bachelor’s degree programs)

This program was last registered in 1984, with incremental changes in the numbering and course offerings for the major. The most recent changes involved were approved at the level of the local campus through a campus Curriculum Committee and the College Senate. Two tracks were registered in the 1990s : Human Biology track, and Ecology and Field Biology track. The Cell & Molecular Biology track was registered in 2005.

[ ] Changes in a program’s focus or design

The major remains a flexible program, with series of 8-10 courses in Biology and Chemistry, with 4-5 additional elective courses in Biology to fit the needs of our students. The Biomedical Sciences track will provide better focus to our pre-health students

[ x ] Adding or eliminating one or more options, concentrations or tracks

The Biology major is revised with changes in the core courses and the addition of a capstone course, which affects all tracks. The previous Human Biology track will be phased out. The Anthropology Department, with whom Biology originally designed the track, will be taking the Human Biology program and offering a revision of it under their department. In its place, a new Biomedical Sciences track is designed to better fit the needs of students who intend to apply to professional programs in the health sciences. The Ecology and Field Biology track is renamed Ecology and Evolutionary Biology. The Cell and Molecular Biology track has minor revisions, mostly relating to the change in the Biology core sequence.

[x ] Adding or eliminating a requirement for program completion (such as an internship, clinical placement, cooperative

education, or other work or field-based experience)

The revised major has two new requirements: Biol 393 Capstone in Biology (syllabus is attached to the end of this package), and a requirement for an “applied biology elective” which includes Internship, Independent Study, summer field courses, or other courses with an immersion experience, such as our travel courses (e.g. Tropical Ecology)

[ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate

program, as defined in Section 3.47(c)(1-4) of Regents Rules

b) Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly indicates

all new or significantly revised courses, and other changes.

Proposal for a revised curriculum for the SUNY College at Oneonta B.S. in Biology Comparison of Coursework Requirements for Existing (General Track) and Proposed Program

http://www.highered.nysed.gov/ocue/lrp/liberalarts.htm

3

Requirement Current Curriculum Proposed Curriculum

Core Courses - BIOL180: General Biology I - BIOL 181: General Biology II - BIOL 201: General Biology III - BIOL 212: Genetics OR BIOL269: Methods in Population genetics - BIOL 216: Evolution OR BIOL 282: Ecology SEMESTER HOURS: 19 – 20

- BIOL180: Cells to Organisms - BIOL 181: Ecology and Evolution - BIOL 201: Cell and Molecular Biology - BIOL 212: Genetics SEMESTER HOURS: 16

Electives - Choice of botanical elective - Choice of zoology elective - Three other 200- to 300-level BIOL courses; at least one at the 300-level SEMESTER HOURS: 15 – 20

- BIOL 393: Capstone in Biology NEW - Choice of one Applied Biology Course including BIOL 397 Internship, BIOL 399 Ind Study, Summer field courses, others that may be developed with an immersion component. - Four other 300-level BIOL courses SEMESTER HOURS: 16 - 21

Related Work

- CHEM 111: General Chemistry I - CHEM 112: General Chemistry II - CHEM 221: Organic Chemistry I OR CHEM 226: Elementary Organic Chemistry - CHEM 322: Organic Chemistry II OR CHEM 330: Introductory Biochemistry - Four of the following: MATH 105: Pre-Calculus, MATH 173: Calculus I, MATH 174: Calculus II, PHYS 103: General Physics I (Non-Calculus) OR PHYS 203: General Physics I, PHYS 104: General Physics II (Non-Calculus) OR PHYS 204: General Physics II, STAT 101: Introduction to Statistics, GEOL 120: Planet Earth OR GEOL 182: Water and the Blue Planet OR GEOG 305: Geography and Planning of Water Resources, NUTR 142: Nutrition in Everyday Life, PSYC 240: Developmental Psychology SEMESTER HOURS: 28 – 32

- CHEM 111: General Chemistry I - CHEM 112: General Chemistry II - CHEM 221: Organic Chemistry I OR CHEM 226: Elementary Organic Chemistry - STAT 101: Introduction to Statistics - One of the following: CHEM 322: Organic Chemistry II, CHEM 330: Introductory Biochemistry, GEOL 120: Planet Earth, GEOL 182: Water and the Blue Planet, PHYS 103: General Physics I (Non-Calculus), PHYS 203: General Physics I SEMESTER HOURS: 18 – 19

TOTAL Semester Hours

62 – 72

50 – 56

Requirement Biomedical Sciences Cellular & Molecular Biology Ecology and Evolutionary Biology

Core Courses - BIOL180: Cells to Organisms - BIOL 181: Ecology and Evolution - BIOL 201: Cell and Molecular Biology - BIOL 212: Genetics SEMESTER HOURS: 16



Required for the Track

Biol 111: Biological and Medical Terminology BIOL205: Human Anat and Phys I BIOL206: Human Anat and Phys II BIOL362: Microbiology SEMESTER HOURS: 13

BIOL340: Molecular Biology BIOL380: Cell Biology SEMESTER HOURS: 8

BIOL 282: Ecology BIOL 216: Evolution SEMESTER HOURS: 8

Electives - BIOL 393: Capstone in Biology - Choice of one Applied Biology Course including BIOL396 Directed Research, BIOL 397 Internship, and BIOL 399 Ind Study, - one other BIOL elective from an approved list of BMED electives including: BIOL370 Animal Physiology, BIOL349 Endocrinology, BIOL350 Immunology, BIOL346 Parasitiology, BIOL340 Molecular Biology, BIOL380 Cell Biology, BIOL356 Animal Behavior, BIOL 229 Economic Botany, BIOL375 Physiology of Plants, BIOL378 Comparative Anatomy of Vertebrates, BIOL317 Biological Literacy, SEMESTER HOURS: 7 - 9

- BIOL 393: Capstone in Biology - Choice of one Applied Biology Course including BIOL 397 Internship and BIOL 399 Ind Study - Two other BIOL electives from an approved list of CMB electives including: BIOL207 Biology of Cancer, BIOL311 Human Genetics, BIOL312 DNA Laboratory, BIOL349 Endocrinology, BIOL350 Immunology, BIOL362 Microbiology, BIOL370 Animal Physiology, BIOL375 Physiology of Plants SEMESTER HOURS: 10 - 13

- BIOL 393: Capstone in Biology - Choice of one Applied Biology Course including BIOL 397 Internship, BIOL 399 Ind Study, travel courses including BIOL321 Tropical Ecology, BIOL333 Ecology of the Rocky Mountains, and other summer immersion courses at the Biological Field station, including BIOL344 Field Entomology and BIOL285 NY Stream Biota: ID and Ecology - Two other BIOL electives from an approved list of EEB electives including: BIOL250 Natural History of Vertebrates, BIOL244 Entomology, BIOL252 Ornithology, BIOL320 Field Botany, BIOL322 Bryophyte Biology, BIOL384 Aquatic Invertebrate Ecology, BIOL342 Invertebrate Zoology, BIOL346 Parasitology, BIOL375 Physiology of Plants, BIOL378 Comparative Anatomy of Vertebrates, BIOL317

4

Biological Literacy, BIOL356 Animial Behavior, BIOL370 Animal Physiology, BIOL269 Methods in Population Genetics SEMESTER HOURS: 10 - 13

Related Work

- CHEM 111: General Chemistry I - CHEM 112: General Chemistry II - CHEM 221: Organic Chemistry I OR CHEM 226: Elementary Organic Chemistry - CHEM 322: Organic Chemistry II OR CHEM 330: Introductory Biochemistry - MATH 173: Calculus I - PHYS 103: General Physics I (Non-Calculus) OR PHYS 203: General Physics I - PHYS 104: General Physics II (Non-Calculus) OR PHYS 204: General Physics II - STAT 101: Introduction to Statistics SEMESTER HOURS: 31

- CHEM 111: General Chemistry I - CHEM 112: General Chemistry II - CHEM 221: Organic Chemistry I OR CHEM 226: Elementary Organic Chemistry - STAT 101: Introduction to Statistics - One of the following: CHEM 322: Organic Chemistry II, CHEM 330: Introductory Biochemistry, PHYS 103: General Physics I (Non-Calculus), PHYS 203: General Physics I SEMESTER HOURS: 18 – 19

- CHEM 111: General Chemistry I - CHEM 112: General Chemistry II - CHEM 221: Organic Chemistry I OR CHEM 226: Elementary Organic Chemistry - STAT 101: Introduction to Statistics - One of the following: CHEM 322: Organic Chemistry II, CHEM 330: Introductory Biochemistry, GEOL 120: Planet Earth, GEOL 182: Water and the Blue Planet, PHYS 103: General Physics I (Non-Calculus), PHYS 203: General Physics I SEMESTER HOURS: 18 – 19

TOTAL Semester Hours

67 – 69

52 – 57

52-57

a) For each new or significantly revised course, provide a syllabus at the end of this form, and, on the SUNY Faculty

Table provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly revised

course. NOTE: Syllabi for all courses should be available upon request. Each syllabus should show that all work for

credit is college level and of the appropriate rigor. Syllabi generally include a course description, prerequisites and

corequisites, the number of lecture and/or other contact hours per week, credits allocated (consistent with SUNY

policy on credit/contact hours), general course requirements, and expected student learning outcomes.

c) What are the additional costs of the change, if any? If there are no anticipated costs, explain why.

The one entirely new course, BIOL393 Senior Seminar, is designed to be offered in multiple sections by any of our

current faculty. Initially, we anticipate requiring 6 sections per AY to cover the demand of our student body

(currently above 700 majors) and it would be scaled upwards should our enrollment growth continue. These will be 1

cr courses, with each of two teaching faculty covering three offerings per year (3 cr per AY out of 21 total per

faculty).

At the same time, we have reduced the overall credits in biology for the major by replacing a 3-4 cr biology elective

with the 1 cr capstone. Consequently, we anticipate little change in faculty FTE due solely to this curriculum change.

By contrast, our increased enrollments in Biology (doubling over the past 6 years) have created staffing shortages for

some courses, particularly those for students with a health science interest. Planned and anticipated Faculty To BE

Hired (FTBH) to address this growth are included in section 4 with disciplinary expertise in the areas where we

anticipate the greatest demand.

Section 2.2. Other Changes

Check all that apply. Describe each proposed change and why it is proposed.

[ ] Program title

[ ] Program award

[ ] Mode of delivery

NOTES: (1) If the change in delivery enables students to complete 50% of more of the program via distance

education, submit a Distance Education Format Proposal as part of this proposal. (2) If the change involves

http://www.suny.edu/sunypp/documents.cfm?doc_id=168

http://www.suny.edu/sunypp/documents.cfm?doc_id=168

http://www.highered.nysed.gov/ocue/aipr/guidance/gpr8.html

http://www.suny.edu/provost/academic_affairs/acadprogdevrev.cfm

5

adding an accelerated version of the program that impacts financial aid eligibility or licensure qualification, SED

may register the version as a separate program.

[ ] Format change(s) (e.g., from full-time to part-time), based on SED definitions, for the entire program

1) State proposed format(s) and consider the consequences for financial aid

2) Describe availability of courses and any change in faculty, resources, or support services.

[ ] A change in the total number of credits in a certificate or advanced certificate program

[ ] Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing

program. Exception: Small changes in the required number of credits in a licensure-qualifying program that do not

involve a course or courses that satisfy one of the required content areas in the profession.

Section 3. Sample Program Schedule

a) For undergraduate programs, complete the SUNY Undergraduate Sample Program Schedule to show the sequencing

and scheduling of courses in the program. If the program has separate tracks or concentrations, complete a Sample

Program Schedule for each one.

NOTE: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program

conforms to SUNY’s and SED’s policies.

It must show how a student can complete all program requirements within SUNY credit limits, unless a longer

period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an

associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor’s degree.

Bachelor’s degree programs should have at least 45 credits of upper division study, with 24 in the major.

It must show how students in A.A., A.S. and bachelor’s programs can complete, within the first two years of full-

time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses, with at least 3 credits each

in Basic Communication and Mathematics, plus no fewer than three credits each in at least 5 of the following 8

categories: Natural Science, Social Science, American History, Western Civilization, Other World Civilizations,

Humanities, the Arts and Foreign Languages.

It must show how students can complete Liberal Arts and Sciences (LAS) credits appropriate for the degree.

When a SUNY Transfer Path applies to the program, it must show how students can complete an appropriate

number of SUNY Transfer Path (TPath) courses (from the Transfer Path Requirement Summary) within the first

two years of full-time study (or 60 credits), consistent with SUNY’s Student Seamless Transfer policy.

Requests for a program-level waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the

campus to submit a Waiver Request – a different form – with compelling justification(s).

EXAMPLE FOR ONE TERM: Undergraduate Sample Program Schedule Term 2: Fall 20xx Credits per classification

Course Number & Title Cr GER LAS Maj TPath New Prerequisite(s)

ACC 101 Principles of Accounting 4 4 4

MAT 111 College Mathematics 3 M 3 3 MAT 110

CMP 101 Introduction to Computers 3

HUM 110 Speech 3 BC 3 X

ENG 113 English 102 3 BC 3

Term credit total: 16 6 9 7 4

b) For graduate programs, complete the SUNY Graduate Sample Program Schedule. If the program has separate tracks

or concentrations, complete a Sample Program Schedule for each one.

NOTE: The Graduate Schedule must include all curriculum requirements and demonstrate that expectations from

Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of Education are met.

http://www.highered.nysed.gov/ocue/aipr/guidance/gpr8.html

http://www.suny.edu/provost/academic_affairs/SeamlessTransfer.cfm

http://www.suny.edu/provost/academic_affairs/app/links.cfm

http://www.suny.edu/provost/GeneralEducation/GenED.cfm


http://www.suny.edu/provost/academic_affairs/studentmobility.cfm


http://www.suny.edu/provost/academic_affairs/Seamless%20Transfer%20Final2BOT%2012%204%2012.pdf


http://www.highered.nysed.gov/ocue/title_8_chapter_ii_regulations_o.htm#%C2%A7%2050.1%20Definitions.

6

SUNY Undergraduate Sample Program Schedule OPTION: You can paste an Excel version of this schedule AFTER this line, and delete the rest of this page.)

Program/Track Title and Award:___Biology_____________________________________

a) Indicate academic calendar type: [ x ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):

b) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)

c) Name of SUNY Transfer Path, if one exists: __Biology ______________________ See Transfer Path Requirement Summary for details.

d) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete all columns that apply to a course.

Term 1: See KEY. Term 2: See KEY.

Course Number & Title Cr GER LAS Maj TPath New Co/Prerequisites Course Number & Title Cr GER LAS Maj TPath New Co/Prerequisites

BIOL180: Cells to Organisms 4 NS 4 4 4 BIOL181: Ecology & Evolution

4 4 4 4 Biol 180

CHEM111: General Chemistry I 4 NS 4 4 4 CHEM112: General Chem II 4 4 4 4 Chem 111

COMP100: General Composition 3 BC 3 PSYC 100: Intro Psych 3 SS 3

STAT101: Introduction to Statistics 3 M 3 3 3 ANTH 105: World Cultures 3 OW 3

BIOL111: Biological and Medical Term. 1 MUSC 106: Learn ab Music 3 AR 3

Term credit totals: 15 14 14 11 11 Term credit totals: 17 9 17 8 8



BIOL201: Cell & Molecular Biology 4 4 4 4 Biol 181, SoS BIOL212: Genetics 4 4 4 4 Biol 181, SoS

CHEM 221: Organic Chem I 4 4 4 4 Chem 112 CHEM 322: Organic Chem II 4 4 4 Chem 221

HIST 144: US History I 3 AH 3 HIST 100: Western Civ I 3 WC 3

PHIL230: Environmental Ethics (OS2) 3 H 3 SoS MATH173: Calculus I 4 4 4

.




BIOL205: Human Anatomy & Phys I 4 4 4 4 Biol 181, SoS BIOL206: Hum Anat & Phys II 4 4 4 4 Biol 205

BIOL311: Human Genetics 3 3 Biol 212 BIOL244: Entomology 4 4 Biol 181, SoS

BIOL349: Endocrinology 3 3 3 Biol 181, SoS BIOL250: Nat Hist. of Verts 4 4 Biol 181, SoS

SPAN 101: Intro Spanish 3 FL 3 BIOL 317: Biol Liter (WS2) 3 3 Writing Exam

SOCL 100: Intro Sociology 3 SS 3




BIOL335: Ecology 4 4 4 4 Biol 181, SoS BIOL393: Senior Seminar 1 1 1 X Senior Biol major

PHYS103: General Physics I 4 4 4 BIOL384: Aq. Invert. Ecol 4 4 Biol 181, SoS

BIOL362: Microbiology 4 4 4 4 Biol 181, Chem 111, SoS

BIOL388: Stream Ecology 4 4 Biol 181, SoS

BIOL397:Internship 3 3 3 JrS, Writing Ex BIOL220: Economic Botany 3 Writing Exam

BIOL207: Biology of Cancer 3 Biol 181, SoS


Program Totals (in credits): Total

Credits: 122

SUNY

GER: 38

LAS:

115

Major: 54 Elective &

Other: 30

Upper

Division: 45 min

Upper Division

Major: 24

Number of SUNY GER Categories:

10


https://www.suny.edu/student/transfer/transfer_mobility_all.cfm


7

Program/Track Title and Award:______Biology- Biomedical Sciences (BMED)______________________

e) Indicate academic calendar type: [ X] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):

f) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)

g) Name of SUNY Transfer Path, if one exists: ___Biology-Pre Med______________ See Transfer Path Requirement Summary for details. h) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete all columns that apply to a course.



BIOL180: Biology I: Cells to Organisms 4 NS 4 4 4 BIOL181: Biol II Ecol&Evolution 4 4 4 4 Biol 180


COMP100: General Composition 3 BC 3 HIST 100: Western Civ 3 WC 3

STAT101: Introduction to Statistics 3 M 3 3 3 WLIT 201: World Literature 3 OW 3

BIOL111: Biological and Medical Term. 1 1 ARTH 109: Visual Arts 3 AR 3




BIOL201: Cell & Molecular Biology 4 4 4 4 Biol 181 BIOL212: Genetics 4 4 4 4 Biol 181

CHEM 221: Organic Chemistry I 4 4 4 4 Chem 112 CHEM 322: Organic Chem II 4 4 4 Chem 221

PSYC100: Intro to Psychology 3 SS 3 HIST 144: US History 3 AH 3

PHIL 201: Ethics (WS2) 3 H 3 BIOL380: Cell Biology 4 4 Biol 181, SoS




BIOL205: Human A&P I 4 4 4 4 Biol 181, SoS BIOL206: Human A & P II 4 4 4 4 Biol 300

CHEM331: Biochemistry I 4 4 4 Chem 322 CHEM332: Biochemistry II 4 4 Chem 331

BIOL362: Microbiology 4 4 4 4 Biol181, Chem1 MATH173: Calculus I 4 4 4 4

COMM 220: Pub.Speak (OS2) 3 3 SPAN 101: Intro Spanish 3 FL 3




BIOL346: Parasitology 4 4 4 Biol 181, SoS PHYS104: Gen Physics II 4 4 4 Phys 103

BIOL397: Internship 3 3 JrS, Writing Ex. BIOL370: Animal Physiology 4 4 4 Biol 181, SoS

PHYS103: Gen Physics I 4 4 4 PSYCH: 240 Dev. Psych 3 3 Psych 100

ANTH 219: Anth of Death 3 SS 3 SoS BIOL349: Endocrinology 3 3 3 Biol 181, SoS

BIOL393: Senior Seminar 1 1 X Senior Biology BIOL 399: Indep Study 2 JrS



Credits: 122

SUNY

GER: 38

LAS:

115


Other: 9

Upper

Division: 45 min

Upper Division

Major: 35


10



8

Program/Track Title and Award:________________Biology- Cell & Molecular Biology track (CMB)_________________

i) Indicate academic calendar type: [ X ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):

j) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)

k) Name of SUNY Transfer Path, if one exists: __________Biology- Biochem/Cell Mol/Micro_track________ See Transfer Path Requirement Summary for details.

l) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete all columns that apply to a course.



BIOL180: Cells to Organisms 4 NS 4 4 4 BIOL181: Ecology & Evolution 4 4 4 4 Biol 180


COMP100: General Composition 3 BC 3 HIST 100: Western Civ 3 WC 3

STAT101: Introduction to Statistics 3 M 3 3 4 SPAN 101: Intro Spanish 3 FL 3

BIOL111: Biological and Medical Term. 1 ARTH 109: Visual Arts 3 AR 3




BIOL201: Cell & Molecular Biology 4 4 4 4 Biol 181 BIOL212: Genetics 4 4 4 4 Biol 181

CHEM221: Organic Chemistry I 4 4 4 4 Chem 112 CHEM322: Organic Chem II 4 4 Chem 321

PSYC100: Intro to Psychology 3 SS 3 HIST 144: US History I 3 AH 3

ECON 110: Princ Economics 3 SS 3 BIOL 380: Cell Biol 4 4 4 4 Biol 181, SoS




BIOL362: Microbiology 4 4 4 4 Biol 181, SoS BIOL340: Molecular Biology 4 4 4 Biol 181, SoS

CHEM331: Biochemistry I 4 4 4 Chem 322 CHEM332: Biochemistry II 4 Chem 322 + CHEM 331

MATH173: Calculus I 4 4 4 BIOL370: Animal Physiology 4 4 Biol 181, SoS

BIOL350: Immunology 3 3 3 Biol 181, SoS WLIT 201: World Literature 3 OW 3




BIOL349: Endocrinology 3 3 Biol 181, SoS BIOL393: Senior Seminar 1 1 1 x Senior Biology

BIOL399: Independent Study 3 JrS PHYS104: Gen Physics II 4 4 Phys 103

PHYS103: Gen Physics I 4 4 COMM100: Intro Comm. (OS2) 3 3

BIOL311: Human Genetics 3 3 Biol 212 BIOL 399: Indep. Study 4 4 JrS

PHIL 201: Ethics (WS2) 3 H 3 MATH 174: Calc II 3 3 Math 173



Credits: 122

SUNY

GER: 38

LAS:

110


Other: 29

Upper

Division: 45 min

Upper Division

Major: 28


10



9

Program/Track Title and Award:________Biology- Ecology and Evolutionary Biology track (EEB)______

m) Indicate academic calendar type: [ X ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):

n) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)

o) Name of SUNY Transfer Path, if one exists: ________Biology- Ecology/Conservation Biology_______ See Transfer Path Requirement Summary for details.

p) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete all columns that apply to a course.



BIOL180: Cells to Organisms 4 NS 4 4 4 BIOL181: Ecology & Evolution 4 4 4 4 Biol 180


COMP100: General Composition 3 BC 3 ANTH 105: World Culture 3 OW 3

STAT101: Introduction to Statistics 3 M 3 3 ARTH 109: Surv Visual Arts 3 AR 3

PHED 126: CPR/AED 1 HIST 144: US History I 3 AH 3




BIOL201: Cell & Molecular Biology 4 4 4 4 BIOL181 BIOL212: Genetics 4 4 4 4 Biol 181, SoS

CHEM226: Elem Organic Chemistry 4 4 4 4 CHEM111 PSYC 100: Intro Psych 3 SS 3

PHIL230: Environmental Ethics (OS2) 3 H 3 BIOL236: Vasc. Plant System 4 4 Biol 181, SoS

BIOL346: Parasitology 4 4 4 Biol 181, SoS SPAN 101: Intro Spanish 3 FL 3




BIOL238: Dendrology 4 4 4 Biol 181, SoS ANTH 230: Primate Behav 3 3 Psyc 100

PHYS103: General Physics I 4 4 HIST 100: Western Civ 3 WC 3

BIOL282: Ecology 4 4 4 4 Biol 181, SoS BIOL216: Evolution 3 3 3 Biol 181, SoS

GEOL182: The Blue Planet 3 3 3 GEOL 321:Palentology 4 4 Biol 181

BIOL220: Econ Botany 3 3 Biol 181, SoS




BIOL 397: Internship 4 4 BIOL393: Senior Seminar 1 1 1 Senior Biology

GEOL 282: Intro Hydrogeology 3 3 Geol 182 GEOL374: Glacio & Glaci Geo 3 3 200 level Geol

MATH173: Calculus I 4 4 BIOL388: Stream Ecology 4 4 BIOL181

BIOL269: Methods in Pop Gen 4 4 Biol 181, SoS BIOL250: Nat Hist Vert 4 4 4 Biol 181, SoS

SOCL 100: Intro Sociology 3 SS 3



Credits: 122

SUNY

GER:38

LAS:

117


Other: 26

Upper

Division: 45 min

Upper Division

Major: 28


10 KEY Cr: credits GER: SUNY General Education Requirement (Enter Category Abbreviation) LAS: Liberal Arts & Sciences (Enter credits) Maj: Major requirement (Enter credits) TPath: SUNY Transfer Path Courses (Enter credits) New: new course (Enter X) Co/Prerequisite(s): list co/prerequisite(s) for the noted courses Upper Division: Courses intended primarily for juniors and seniors SUNY GER Category

Abbreviations (the first five listed in order of their frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Social Science (SS), Humanities (H), American

History (AH), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL).



http://www.suny.edu/provost/generaleducation/GenED.cfm




10

Section 4. SUNY Faculty Table

a) If applicable, provide information on faculty members who will be teaching new or significantly revised courses in the program. Expand the table as needed.

Not Applicable. All faculty in the SUNY Oneonta Biology Department would qualify to teach a 1 cr seminar course, including the new BIOL393: Senior Seminar. The instructors would rotate annually.

b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member

(a) (b) (c) (d) (e) (f)

Faculty Member Name and Title and/or

Rank at the Institution

(Include and identify Program

Director.)

% of Time

Dedicated

to This

Program

Program Courses

Which May Be

Taught

(Number and Title)

Highest and Other

Applicable Earned

Degrees (include College

or University)

Discipline(s) of Highest

and Other Applicable

Earned Degrees

Additional Qualifications: List

related certifications and

licenses and professional

experience in field.

PART 1. Full-Time Faculty

Part 2. Part-Time Faculty

Part 3. To-Be-Hired Faculty (List as

TBH1, TBH2, etc., and provide expected

hiring date instead of name.)

TBH1 (Fall 2016) 100% BIOL180 Cells to

Organisms,

BIOL205/206 :

Human Anatomy and

Physiology I and II,

and courses to be

developed including

neurobiology

PhD Neurobiology

TBH2 (Fall 2016) 100% BIOL180 Cells to

Organisms,

BIO206/206: Human

Anatomy and

Physiology I and II,

and courses to be

developed including

developmental

biology

PhD Developmental Biology

TBH3 (Fall 2017) 50% UG

50% Grad

BIOL356 Animal

Behavior, BIOL691

Lake Managmeent,

and courses to be

developed including

ichthyology

PhD Behavioral Science,

Ichthyology

11

Generic Syllabus for proposed New Course: BIOL393 Senior Seminar

1 cr. Pass/Fail course offered by different faculty each semester

Meets weekly for 8 weeks, 100 minutes per session. Seminar format.

Faculty rotate teaching this course; each selects unique topic. Course Description: This seminar course applies the skills developed throughout the major in biology to focus on a biological issue of topical interest. It is intended to be taken in the final year and will incorporate readings, oral and written presentations, case study, interpretation and analysis of a biological topic. Selected topics will incorporate both disciplinary and interdisciplinary approaches and address the relationship between biology and society. All students will take an assessment of student learning in biology as part of this course. Pass/Fail. 1 credit hour. This course is required by all Biology majors. Prerequisite: Biology Major, Senior Standing (90+ hours).

Senior Seminar Topic (TBD)

Week 1 Introduction to topic. In-class reading or case study. Lecture presentation as overview of topic.

Assign readings 1 & 2 and written assignment

Week 2 Comparing peer reviewed research reports with reviews for a broader audience. Lecture on specifics or nuanced aspects of topic for greater depth.

Written assignment due Readings 3 & 4 assigned

Week 3 Students apply analytical techniques related to the readings (data analysis skills).

Student selection of independent investigation topic. Assign reading 5

Week 4 Students give oral update of investigation. Seminar discussion of reading.

Assign reading 6 or preparation for next week.

Week 5 Guest speaker/Interdisciplinary panel. Draft 1 written report due Week 6 Oral presentations –explain poster/position 5 min.

Case study or interdisciplinary aspect Poster (powerpoint slide) Draft returned with comments

Week 7 Seminar discussion of topic or debate on Reading 6. Can substitute service learning activity, or additional guest speaker/panel.

Final Students take the Biology Program Assessment Exam.

Final version of report due

12

TFBH1: Neurobiologist (Fall 2016)

The State University of New Your College at Oneonta invites applications for a tenure-track position as an Assistant

Professor in Biology with expertise in Neurobiology. The starting date of this position is September 1, 2016. The initial

appointment will be for two years. Expectations include teaching, research, student advisement, college service, and

continuing professional development. The Department supports a small graduate program and strongly encourages its

faculty to conduct/supervise research projects that involve undergraduates.

Duties include but not limited to: teaching undergraduate courses in neurobiology, animal biology, cell physiology and

other courses related to the expertise of the candidate; advising and mentoring undergraduate students; conducting

appropriate professional development; service on college/departmental committees.

Required Qualifications: PhD in Biology or related discipline; strong background in neurobiology; experience teaching

undergraduate courses in biology or related areas.

Preferred: Expertise in one of more of the following areas of research: neuropharmacology, synaptic transmission,

neuroplasticity, cellular basis of learning; experience working with diverse populations and/or teaching pedagogies and/or

multicultural teaching experience.

TFBH2: Animal Developmental Biologist (Fall 2016)


Professor in Biology with expertise in Animal Developmental biology. The starting date of this position is September 1,

2016. The initial appointment will be for two years. Expectations include teaching, research, student advisement, college

service, and continuing professional development. The Department supports a small graduate program and strongly

encourages its faculty to conduct/supervise research projects that involve undergraduates.

Duties include but not limited to: teaching undergraduate courses in developmental biology, animal biology, cell

physiology and other courses related to the expertise of the candidate; advising and mentoring undergraduate students;

conducting appropriate professional development; service on college/departmental committees.

Required Qualifications: PhD in Biology or related discipline; strong background in animal developmental biology;

experience teaching undergraduate courses in biology or related areas.

Preferred: Expertise in one of more of the following areas of research: embryogenesis, cell differentiation,

organogenesis, developmental gene expression; experience working with diverse populations and/or teaching pedagogies

and/or multicultural teaching experience.

TFBH3: Fish Behavioral Biologist (Fall 2017)


Professor in Biology with expertise in Animal Developmental biology. The starting date of this position is September 1,

2016. The initial appointment will be for two years. Expectations include teaching, research, student advisement, college

service, and continuing professional development. The Department supports a small graduate program and strongly

encourages its faculty to conduct/supervise research projects that involve undergraduates.

Duties include but not limited to: teaching undergraduate and graduate courses in animal behavior, animal biology,

ichthyology, vertebrate biology and other courses related to the expertise of the candidate; advising and mentoring

undergraduate and graduate students; conducting appropriate professional development; service on college/departmental

committees.

Required Qualifications: PhD in Biology or related discipline; strong background in animal behavior; experience

teaching undergraduate courses in biology or related areas.

Preferred: Expertise in one of more of the following areas of research: fish behavior, ichthyology, fishery management,

animal development; experience working with diverse populations and/or teaching pedagogies and/or multicultural

teaching experience.

13

New Course Proposal for:

BIOL 393: Senior Seminar

1. Justification. Our biology curriculum lacks a culminate seminar course, which we see as an increasingly

common requirement in other curricula. Benefits of requiring a culminating seminar course relates to

how students narrow their elective courses towards specific career goals as they complete the major.

Because our core courses are targeted freshman and sophomore level courses, curricular assessment has

become overly focused on lower division courses. A recent reviewer of our program assessment protocol

suggested we consider developing a single terminal course to allow us to administer a uniform

assessment to seniors. A pedagogical reason to provide a capstone experience is that it would give every

student in our program the opportunity to discuss a specialized biological topic with disciplinary depth

and interdisciplinary breadth. Topics could include current events, novel biological techniques or

controversies that would not be covered under most text-based or laboratory coursework. This would

give our students more opportunity to make connections from their unique perspective and previous

training, and bring in social or economic aspects that would address the broader impact of biology in

today’s world.

The course would be offered as Pass/Fail only. This would allow the faculty to give every student critical

feedback freely without the accounting of points. The course should be about evaluating one’s

performance, and accepting that every endeavor has room for improvement. A cap of 15 students is

recommended to allow sufficient feedback and dialog between students and faculty. A 1 cr course would

be efficient use of time for both student and faculty.

2. Specific course objectives. The objective of the Senior Seminar would be to give our students an

opportunity to demonstrate their expertise as a biologist, in situations that modern biologists experience

in their professional lives. Students would read and report on specialized readings, evaluate evidence,

construct and defend positions, and make oral and written presentations--elements of professionalism

that we would expect of every student in our program. The specific topic of discussion would be selected

by the instructor, but the requirements of each offering would be the same:

6 Readings, case studies, assigned chapters, research, technical, governmental reports, etc. 2 written assignments; one returned for revision and re-submission. 1 independent investigation; use library resources, create annotated references, student survey 1 interdisciplinary example where biology’s relevance to social problems could be explored: case study, student panel with invited students, guest lecture, webinar, Skype with agency official. 2 oral skills: 5 min presentation, student panel discussion, point/counterpoint, poster explanation Program Assessment. Test of program-specific Student Learning Outcomes for biological content knowledge plus test of Student Learning Outcomes for skills, including basic data analysis, graphing and comprehension, experimental design. These assessments would be departmentally constructed and the same version given to all students in the course that academic year.

3. List of Topics. Each faculty member would select the topic area of their seminar course, but ideally a topic of high interest, a current event, or controversial issue. Potential topics could include: Wildlife-Human Disease; Cocaine; Human Population Growth; Bioprospecting in Natural Areas; Ebola; Valuation of Ecosystem Services; New Developments in Prosthetics; etc. Topics could focus on the Upstate region or even include service learning (Hops in Otsego County; TB from Homer Folks to Today, Issues in Rural Healthcare, Flood mitigation under new climate patterns). Most topics would benefit

14

from guest lecturers from other disciplines (e.g. Physics, Economics, Psychology , etc.). Topics and suggested readings would be proposed by the faculty member, and would require approval by the departmental curriculum committee as suitable for the senior seminar. We envision this 1-cr. course would be best delivered as a half semester mini, with 2 hour meeting times (100 minutes) over 7 weeks. However, other formats could be offered. The generic syllabus for this course would be: Week 1 Introduction to topic. In-class reading or case

study. Lecture presentation as overview of topic. Assign readings 1 & 2 and written assignment

Week 2 Comparing peer reviewed research reports with reviews for a broader audience. Lecture on specifics or nuanced aspects of topic for greater depth.

Written assignment due Readings 3 & 4 assigned

Week 3 Students apply analytical techniques related to the readings (data analysis skills).

Student selection of independent investigation topic. Assign reading 5

Week 4 Students give oral update of investigation. Seminar discussion of reading.

Assign reading 6 or preparation for next week.

Week 5 Guest speaker/Interdisciplinary panel. Draft 1 written report due Week 6 Oral presentations –explain poster/position 5 min.

Case study or interdisciplinary aspect Poster (powerpoint slide) Draft returned with comments

Week 7 Seminar discussion of topic or debate on Reading 6. Can substitute service learning activity, or additional guest speaker/panel.

Final Students take the Biology Program Assessment Exam.

Final version of report due

Running Senior Seminar sections as half-semester mini-courses would allow one instructor to teach two

capstone courses in one semester and use the same hour and room schedule in both halves. For

example, to earn a full “prep” as part of a their teaching load, a faculty member would need to teach two

capstones in one semester and one in another for 3 credits total.

4. Similarity to other courses: The Biology Department has never offered a capstone course, but we have had seminar courses (BIOL 386 Conservation Biology (3 cr), BIOL 298 and BIOL 398 Undergraduate Seminar (1-4 cr) as recent examples). BIOL 386 is open to other majors, and all current seminar courses allow students who may not be seniors. The new BIOL 393 is not intended to replace those offerings and is restricted to Biology majors in their senior year. 5. Adjustments to other course offerings that approval of the course would necessitate: None. 6. Suggested required texts: None. Most readings would be out of the literature of that field available through library search engines. 7. Additional Library holdings and/or facilities needed to support the course: None. 8. If specific computer use or special equipment is planned: Involvement of outside experts could involve a web link or speaker phone. Computing equipment (to run simulations or spreadsheets) are currently available in the department on a computer cart. We anticipate very little to no additional technical support to run this course. 9. Faculty: Any biology faculty member could offer this course, and we would encourage multiple faculty to rotate offerings. Because 3 cr. would be needed to count as a course preparation within an academic year, it would make most sense to have 2 faculty per year offer 6 Senior Seminar sections, with different pairs of faculty offering these each year. Submitted April 2014

15

Sample syllabus:

BIOL 393: Capstone in Biology SUNY College at Oneonta Spring 20xx CRNxxxx Dr. Donna Vogler

BIOL 393-02 Capstone in Biology : The Death of Beauty Class Meeting times: Mondays 4-5:40 pm Room 113 Science I Instructor: Donna W. Vogler 112 Science I Office hours: Tuesdays 10-12 and Weds 2-3pm. Or by appointment. Telephone 607- 436-3705. Email: [email protected] Course Description: This seminar course applies the skills developed throughout the major in biology to focus on a biological issue of topical interest. It is intended to be taken in the final year and will incorporate readings, oral and written presentations, case study, interpretation and analysis of a biological topic. Selected topics will incorporate both disciplinary and interdisciplinary approaches and address the relationship between biology and society. All students will take an assessment of student learning in biology as part of this course. Pass/Fail. 1 credit hour. This course is required by all Biology majors. Prerequisite: Biology Major, Senior Standing (90+ hours).

The Death of Beauty: anthropogenic impacts on the loss of diversity in nature Week 1 What is Pretty? The role of diversity in the valuation

of nature. In-class case study of Endler’s guppies and the loss of sexually selected traits due to water pollution.

Assign reading on birdsong, and writing assignment summarizing the article.

Week 2 Comparing peer reviewed research reports with reviews for a broader audience. Discussion of the impact of road noise on birdsong variation paper.

Written assignment due Assign readings on pollination, inbreeding and corolla length

Week 3 Review of HWE and selection coefficients. Application of disruptive selection conditions to plants with mixed mating strategies.

Student selection of independent investigation topic: Beauty and Biodiversity. Assign reading on wetland valuation systems

Week 4 Students give oral update of investigation. Seminar discussion of the Tragedy of the Commons. Forming position statements: Who pays to maintain diversity?

Assign reading in aesthetics. Topic for written report must be approved.

Week 5 Guest speaker from Philosophy: Aesthetics and the allure of the rare. Roundtable discussion

Draft 1 written report due Assign antler paper

Week 6 Oral presentations –Beauty and Biodiversity posters 5 min.@ Position statement : Harvest selection on antler shape.

Poster (powerpoint slide) Draft returned with comments Assign tourism papers

Week 7 Panel discussion: tourism and biodiversity Oral point/counterpoint Final Students take the Biology Program Assessment

Exam. Final version of report due

program revision proposal: changes to an existing program · the biology major is revised with...

Documents