SELF STUDY REPORT: ECU BIOLOGY UNIT ACADEMIC PROGRAM REVIEW (2011)

I. PROGRAM DESCRIPTION

1.1 Exact Title(s) of Unit Program

Department of Biology

1.2 Department or Interdisciplinary Group Authorized to Offer Degree Program(s)

Biology; Interdisciplinary PhD in Biological Sciences; Coastal Resource Management

1.3 Exact Title(s) of Degrees granted

Bachelor of Science, Master of Science, Doctor of Philosophy (students supervised by faculty members)

1.4 College or School

Thomas Harriot College of Arts and Sciences

1.5 Brief History and Mission

The first biology course at East Carolina University (ECU) was offered in 1910, and the Department of Biology was established in 1963. The Master’s in Biology was initiated in 1964. During the succeeding 20 years, concentrations in ecology and environmental science, biochemistry, and cell biology were developed within this MS program. Revision and expansion of the Biochemistry concentration during 1990-91 led to the establishment of a second Master’s program in Molecular Biology/Biotechnology in 1992. Interdisciplinary doctoral programs in Coastal Resources Management (CRM) and Biological Sciences (IDPBS) were established in 1998 and1999, respectively. The CRM program hosts approximately 16 departments, and students pursue studies in and conduct research relevant to two of the following concentrations: coastal and estuarine ecology, coastal geosciences, and social science and coastal policy. Participants in the IDPBS program consist of the academic departments of the Brody School of Medicine, and the departments of Biology and Chemistry. Students complete a concise core curriculum, followed by an individually tailored selection of electives offered by the three participating units. In 2009 Biology obtained control of its own track within IDPBS. The ECU student body has grown rapidly—far more rapidly than most NC universities-- in students and the same trends have been present in Biology majors as well as, to an even greater extent, students from other majors served by Biology (e.g. nurses). The Biology faculty has also increased, though at a substantially slower pace. The Department moved into its current home, Howell Science in 1970. The challenges associated with this antiquated and decaying physical plant, together with the limited support for maintenance and renovation, have been major issues for the Department for several years. As for many state institutions, continuing cuts have also created increasing fiscal challenges. These worsened dramatically with the fiscal crisis and associated cuts in 2009, resulting in the loss of two long-serving fixed term (FT) faculty members. Depending on how the current round of cuts is implemented, the composition of the Department’s faculty, and their ability to conduct funded research, may shortly be substantially altered. Mission Statement: The Department of Biology at East Carolina University seeks to achieve excellence in life science education, research, and service for the benefit of our region, our state, and the living world.

1.6 Relationship of the program to UNC’s Strategic Goals and to the ECU Mission and to ECU’s Strategic Directions (ECU Biology alignments in italics)

Here we focus on ECU’s mission, which overlaps extensively with ECU’s strategic goals (http://www.ecu.edu/mktg/ecu_tomorrow/our_strategic_directions.cfm) and is more relevant than the UNC’s strategic goals (the latter are also expected to be modified with the arrival of a new system president). ECU’s mission: To serve as a national model for public service and regional transformation by * Preparing our students to compete and succeed in a global economy and multicultural society, The Department of Biology trains and engages students in areas such as biotechnology and the management of biological resources, each of which will be critical to success in the global economy. Biology is an inherently international, multicultural discipline with key advances occurring globally. * Distinguishing ourselves by the ability to train and prepare leaders, Among the students of ECU’s Honors College (which arguably constitutes the highest concentration of future leaders on campus), the single largest major is Biology. * Creating a strong, sustainable future for eastern North Carolina through education, research, innovation, investment, and outreach, One of the principal aims of the Department of Biology’s recently established North Carolina Center for Biodiversity is the sustainability of North Carolina’s precious natural resources through biodiversity research and exploration, as well as the education of the public, our students, and citizens. Research and education in diverse areas of biology are at the core of the mission of the Department of Biology. * Saving lives, curing diseases, and positively transforming health and health care, With several faculty engaged in cancer research and others engaged in evolutionary medicine, the study of development, and biotechnology research, the Department of Biology contributes critically to advancing health care—moreover, we play a major role in the state’s largest program for the training of nurses. * Providing cultural enrichment and powerful inspiration as we work to sustain and improve quality of life. Local biodiversity is central to every culture and ECU Biology’s North Carolina Center for Biodiversity is dedicated to celebrating our biodiversity and educating our citizens about it. Throughout our Department’s curriculum and outreach we enrich public understanding of our place in the natural world and inspire students toward humanitarian goals of improving human health and conserving nature.

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1.7 Degree Program Objectives, Outcomes and Uniqueness

Undergraduate: The BS Biology and BS Biochemistry degree programs currently have the following strategic objectives: • to recruit qualified students into our program, and • to prepare these students—in an adequate and competitive manner—to enter graduate or professional school programs or obtain a position in the biological sciences or a relevant, related field.

Both degree programs also have the following learning outcomes • to become effective at scientific communication • to become effective at scientific experimentation.

The BS Biology degree has an additional outcome of improvement in the subject areas of 1) Cell Biology 2) Molecular Biology and Genetics 3) Organismal Biology 4) Population Biology/Evolution/Ecology.

The BS Biochemistry degree program has an additional objective of • Knowledge of biochemistry.

Graduate: The shared fundamental objectives of our graduate programs are: 1) Advance the current state of knowledge and understanding of the principles of biology 2) Design and conduct research that addresses local and national needs 3) Understand the unity of science and its disciplines 4) Educate others in the methodological and analytical skills necessary to investigate complex problems in biological systems 5) Demonstrate a commitment to responsible, ethical conduct in biological research, and inform the public of the societal relevance and consequences of biological research

We expect our graduates to understand the scientific method and how to conduct scientific research, beginning with the conceptualization of a research problem, its subsequent articulation as a proposal for investigation, the delineation and testing of hypotheses, and the analyses of the findings and their integration into the major issues of the relevant discipline. Concomitant expectations are a solid understanding of the basic principles of biology, literacy and expertise in a specific sub-discipline, and the capacity to effectively transfer knowledge and understanding of biological phenomena to peers and the public. It is also important that our students are equipped with the skills and experience necessary to work individually and collaboratively, and to compete successfully in the modern job market. Our Master’s programs belong to a small group of stand-alone graduate programs within the state, and our Molecular Biology/Biotechnology program was the first such Master’s program in North Carolina. Our doctoral CRM program is one of few such degree offerings in the US, and our IDPBS program is distinctive in offering the potential to integrate biology, biomedicine, and biological chemistry. ECU’s School of Medicine (and forthcoming School of Dentistry) attracts students interested

3 in obtaining advanced degrees in applied human biology, and as potential sources of professional employment. ECU’s geographic location in the biologically diverse Coastal Plain, and proximity to the Albemarle-Pamlico Estuarine system and the Atlantic Ocean, similarly generate interest in our graduate programs.

1.8. Program Enrichment Opportunities

Seminar series and discussion groups The main Departmental Seminar series primarily features invited faculty from NC universities and adjacent states. At least one faculty member per year from a more distant institution is brought for a longer visit. Recently, the Department has been sharing expenses with ECU faculty members to more frequently bring current or potential collaborators and affiliates from more distant institutions. Faculty members typically use F&A (overhead) from grants for this purpose, but some have obtained grants that specifically support speakers (e.g. Matt Schrenk, from NASA). We have also added one pedagogically focused lecture each spring to keep faculty up to date (and inspired) about best practices in science teaching. The recently established Research in Progress Seminar series features weekly presentations by graduate (MS, PhD) students and post-doctoral researchers mainly from regional campuses and within ECU. This program is run entirely by Biology graduate students on a small travel budget. Our graduate students now take great pride in this series, and are enthusiastic about the networking opportunities it provides. The complementary IDPBS series features a talk each week by an IDPBS PhD student. Biology hosts the well-funded Burroughs-Welcome seminar every other year for an outstanding visiting scientist, the O’Connor lecture featuring a leader in macroecology research (in honor of former faculty member Raymond O’Connor who passed away after joining our department) for a leader in macroecology, and the Earth Day outreach lecture (hosted by the North Carolina Center for Biodiversity). Ecology- Evolution and Molecular Biology discussion groups comprising interested faculty and students have been established. Each meets weekly throughout the academic year to discuss current papers in the respective fields. Additional lecture series are offered by other East campus departments (e.g. Geological Sciences) and at the Brody School of Medicine.

Professional/experiential training We have recently begun to revamp our internship opportunities at the undergraduate level and intend this to become a more important part of our curriculum. We will have students both in part-time and full-time internships lasting a semester or more, and have arranged several potential hosts. Some students elect to alternate semesters of full-time study with semesters of full-time work assignments. Alternating co-op programs with local, state and national industries, as well as federal and state government agencies, provides opportunities for students to acquire new skills and to apply those learned in the classroom to practical problems. Laboratories in the Brody School of Medicine and local industries provide opportunities for science students to gain practical, part-time experience, assisting with research projects and the daily operation of industrial, medical and research laboratories. Finally, students also have the opportunity to gain valuable teaching skills through the course Biological Instruction, which is required for our Undergraduate Assistants (UAs).

4 At the graduate level, three newly developed graduate courses available to MS and PhD students enhance training for entry into the professional work force: a) preparing for the job market; b) teaching science in higher education; and c) mentoring student researchers. We have also instigated an instructorship opportunity for Biology doctoral students nearing the completion of their degree requirements. Selected students are funded as FT faculty and serve as an instructor for one of the Biology major core courses or a general education biology course. The objective is to provide the student with a comprehensive introduction to course instruction (syllabus development, teaching an entire course, grading, trouble shooting student’s difficulties, etc.), which we consider to be a strategic attribute to an individual’s resume. We are presently exploring the possibility of linking our graduate courses in teaching and mentoring with this instructional internship as requisites for a certificate in post- secondary pedagogy.

Support for attending professional meetings and conferences Between support from the Department, the College, the Graduate Student Society and faculty research grants, almost every graduate student has the opportunity to present at a professional meeting each year at minimal personal expense. Undergraduate researchers often are supported through the same sources and by the Office of Undergraduate Research. The trend is toward increasing support for undergraduate presentations, especially at regional meetings.

Awards/Presentations A variety of competitive awards are available to both undergraduate and graduate students: • Outstanding Senior Award: selected by the undergraduate committee and presented to the most deserving BS Biology and BS Biochemistry major each spring • Undergraduate Student Speaker(s) at departmental graduate recognition ceremony: selected by the Undergraduate committee and given to one to two graduating seniors who have earned degrees in the Department of Biology • University Research and Creative Activity Awards – competitively awarded to undergraduates who are carrying out research in the Department under the direction of a faculty member. • Honors in Biology: Students who maintain a minimum of 3.5 GPA and carry out a minimum of 6 semester hours allocated to research credit with a mentor who is a current Department of Biology faculty member. Requires a written thesis to be presented to a committee of faculty members.

1.9 Responsiveness to Local and National Needs

Addressing workforce needs and environmental challenges requires continued growth of a highly educated and skilled biological sciences workforce. Nationally, job opportunities in biological research are projected to increase 9-16% in the coming decade. Regionally, according to Window on the Workplace, NC Biotechnology Center, (2003) “North Carolina is home to a growing number of biotechnology research and development companies, bio-manufacturing companies, and many other pharmaceutical manufacturing companies. The bio-manufacturing sector has grown by an average of 10% per year over the last several years and we project it will continue to grow at that rate. Jobs in pharmaceutical manufacturing, including biopharmaceutical manufacturing, are among the highest paid manufacturing jobs in the state. Pharmaceutical and bio-manufacturing companies now employ about 20,000 workers in North Carolina. Employees with high school diplomas, certificates, or AAS degrees make up 67% of the total workforce in bio-manufacturing and pharmaceutical manufacturing.

5 BS graduates make up 27%, and those with graduate degrees comprise 6%.” These data are several years old, but it appears that the patterns and trends noted above continue. Coincident with these opportunities, particularly in North Carolina, are the escalating challenges to human health and the environment associated with climate change, diminishing natural resources, and declines in biodiversity. BS Biology and BS Biochemistry graduates are qualified to carry out many jobs associated with these challenges and opportunities. In addition, they are well qualified to begin graduate programs either at the Master’s or doctoral level (see 3.6). In conjunction with the College of Business, we have developed a degree option that may make students more competitive for jobs. Students who begin the program in their freshman year can complete an MBA in one calendar year after the BS degree. A carefully chosen set of electives and some courses for a Biology BS can substitute for some of the MBA requirements. In addition, the College of Business waives 9 sh of electives in place of 9 sh of Biology courses at the 5000 level taken during the senior year. Admission to the MBA program is not automatic; students must apply for admission in accordance with College of Business procedures. Since the inception of the program in 2006, 10-12 students per year have followed this course of study and several have entered the MBA program. Our graduate programs support the University’s goals of (a) providing an education enabling competitiveness on a global scale, (b) providing leadership in the economic growth and prosperity of eastern NC, (c) enhancing research in health sciences, (d) improving the quality of health care at local and state levels, and (e) helping to meet state and local demand for qualified teachers in the natural sciences. Eastern North Carolina affords tremendous potential for economic development over the foreseeable future. Availability and quality of research talent, quality of research universities, and the availability of a qualified workforce are primary criteria used by national and multinational companies in deciding where to locate their facilities. Our programs contribute significantly to the intellectual capital needed to attract new businesses regionally and provide an appropriately educated, technologically competent workforce. In addition, STEM PhD-granting institutions typically generate technological innovation directly and through the efforts of graduate students who have established roots in the area and elect to initiate or join start-up companies. This combination fosters entrepreneurial activity and new businesses based on scientific innovation.

1.10 Program Quality

Undergraduate: Our BS Biology and BS Biochemistry degree programs are notably rigorous with regard to requirements (see Appendix C for a listing of the requirements). For example, many BS Biology degree programs do not require any or all of the two semesters of calculus, two semesters of physics with laboratory, or two semesters of organic chemistry that our program requires. Our BS Biochemistry degree is one of the most rigorous in the country, requiring 12 sh of calculus, 12 sh of physics, and at least 26 sh of chemistry, in addition to 22 sh of BIOL courses. The majority of our BS Biochemistry students carry out undergraduate research. In addition, a large proportion of our BS Biology students, up to 30% in any given semester, also carry out undergraduate research. Undergraduate research can take place at Brody School of Medicine as well as the Departments of Chemistry and Physics, in addition to Biology. Successful placement of our graduates is also an indicator of quality. Appendix B has a list of current positions held by our graduates in the last three years. We carried out an employment and satisfaction survey in 1996 and 2010 whose results indicate that students often will be in the workforce

6 for one-two years before matriculating into a program, either graduate or professional. Therefore the first position out of college is not always the career choice of the student. Finally, SAT and High School GPA are two obvious factors in evaluating quality of our program by the quality of students we are attracting. Data below show that Biology students have consistently higher academic numbers than the overall ECU or UNC system students.

SAT Data for Entering Students

Year Average ECU combined SAT Average UNC system score Biology SAT: Math Verbal Combined 2010 NA NA 561 531 1092 2009 1046 1084 562 529 1091 2008 1025 1083 565 540 1105 2007 1019 1076 565 538 1103

High School GPA data also indicate generally strong entering students: 2010 3.30; 2009 3.29; 2008 3.28; 2007 3.25

Graduate: Important indicators of quality at the level of the Graduate Program include: 1) number of applicants, 2) percent acceptance, 3) student financial support, 4) percent graduation, and 5) placement in professional positions following completion of the program. Total number of applications, number and percent accepted, and percent of incoming students receiving Graduate Teaching Assistantships (GTAs) for MS programs at ECU versus the University of North Dakota (a designated peer institution for which data could be obtained) during Fall 2007-2010 are provided in the table below. The number of students admitted to the MS Biology program at ECU each fall was at least twice that at the University of North Dakota, and the percentage accepted at ECU showed consistency at 47-60%. In contrast the percent accepted at UND declined substantially from 50% to 12.5%, even though the number of applicants increased each year. The proportion of incoming students receiving GTAs is typically higher at ECU. Incoming students at ECU who did not receive GTA support usually received research assistantships.

7 Table Showing Application and Acceptance Data for ECU and Peer Institution University of North Dakota

ECU UND

TERM % % % SUPPORTED % YEAR APPLIED ACCEPTED APPLIED ACCEPTED SUPPORTED ACCEPTED BY GTA ACCEPTED BY GTA Fall MS- 40 24 60.0 83.3 24 3 12.5 66.6 2007 Biology Fall MS- 2007 Molecular 30 7 23.3 100.0 Biology & Biotech Fall MS- 34 16 47.1 81.3 21 7 33.3 71.4 2008 Biology Fall MS- 2008 Molecular 70 11 15.7 90.9 Biology & Biotech Fall MS- 38 20 52.6 65.0 16 11 68.8 54.5 2009 Biology Fall MS- 2009 Molecular 48 8 16.7 100.0 Biology & Biotech Fall MS- 40 18 45.0 66.7 10 5 50.0 80 2010 Biology Fall MS- 2010 Molecular Biology & Biotech 46 14 30.4 92.9

8 Table Comparing Institutional Support for Graduate Students: MS Graduate Teaching Assistantship support from selected NC schools and ECU Peer Institutions. School selection reflects those websites that provided desired information about financial support.

MS GTA Total Value MS GTA Support MS GTA Value/ 9 University Department Tuition -- In State in ECU Dollars (GTA+ Offering months Tuition+ etc)

10,000 per academic East Carolina Biology $10,000.00 No Funding $10,000.00 year 11,000 per academic UNC Wilmington Biology $11,000.00 No Funding $11,000.00 year Funds available for 11,800 per academic 6-8 credits / semester UNC Charlotte Biology $11,800.00 $16,846.00 year on a competitive basis

Florida Biological Partial or full tuition 15,000 per 12 months $11,250.00 $16,296.00 International Sciences waiver

Old Dominion Biology 7,500 per semester $15,000.00 Tuition covered $20,046.00

12,000 per academic James Madison Biology $12,000.00 Tuition covered $17,046.00 year Clemson Biological 13,000 per year $9,750.00 Tuition remission $14,796.00 University Sciences

University of Biological 15,225 per academic $15,225.00 Tuition waived $20,271.00 South Carolina Sciences year

ECU Biology's MS financial support approximates that of UNC Wilmington, but is considerably less than that of UNC Charlotte as well as comparable universities from Virginia, South Carolina, and Florida. The major difference in support between ECU and other schools is their practice of covering in- state tuition costs separately from stipends and, in some cases, health insurance as well. This difference in tuition coverage generates a ≥$5000 differential between ECU versus other schools. A poll of Biology's MS students indicated that all currently rely on external funding sources to meet the costs of living and matriculation. The most common source of supplemental funding involves federal loans. In contrast, institutional support for our doctoral students (IDPBS) is highly competitive, if not superior to that provided by our peer universities and other research universities within the state. One published ranking of graduate programs in biology, from US News & World Report, for 2010 ranks ECU at 195 of 244 universities, tied with Texas Tech, UNC-Charlotte and Nevada-Las Vegas, among others, and just ahead of UNC-Goldsboro and Central Florida.

9 1.11 Administration: Department of Biology Organizational Chart

10 Major Committees: As described in the Department of Biology Code, the major departmental committees are: Personnel Committee: The Personnel Committee comprises six elected members, all drawn from the Department’s permanently tenured voting faculty and elected by the permanently tenured and probationary-term voting faculty. The Director of Undergraduate Studies and the Director of Graduate Studies serve as ex officio non-voting members. The Personnel Committee carries out the following procedures. a. Makes recommendations to the Chair of the Department on initial and any fixed term appointments at the expiration of the current term and initial probationary term appointments. b. Makes recommendations and notifications regarding initial fixed term appointments and any subsequent appointments. c. Reviews requests for reduction of probationary terms at the time of initial appointment. d. Reviews requests for extension of normal probationary terms. e. Consults with faculty members requesting conferral of tenure prior to the end of the probationary term. f. Consults with faculty members requesting promotion. g. Reviews additional materials submitted by faculty for inclusion in the personnel action dossier. h. Selects members of the faculty to search committees, the majority of which must be voting members. i. Recommends advancement of title for fixed term faculty. j. Oversees and manages mentoring of probationary term faculty, to include assigning tenured faculty mentors. k. Serves as the subcommittee of the Tenure Committee. Executive Committee: The Executive Committee comprises the Director of Undergraduate Studies, Director of Graduate Studies, Chair of the Personnel Committee, and four elected members to be drawn from and elected by all voting members of the faculty – in addition to the Department Chair, who serves in the same capacity. It shall recommend to the faculty on matters relating to: a. consideration and forwarding to the faculty of curriculum recommendations from the appropriate committees; b. the budgeting of funds allocated to the Department, teaching load assignments, course offerings, faculty research space, office space and facilities; c. strategic planning and future directions in hiring of faculty and staff. Graduate Committee: The Graduate Committee, advisory to the chair (who is an ex officio member without voting privileges) consists of the Director of Graduate Studies, who serves as Chair of the Committee; four elected members of the graduate faculty, and, ex officio with voting privileges, the Director of Undergraduate Studies. Elected members of the Graduate Committee are nominated by the graduate faculty and elected by a majority of the graduate faculty present and voting. It recommends to the Director of Graduate Studies, the Executive Committee, and to the graduate faculty: a. graduate degree program requirements and policies; b. changes in the graduate curriculum; c. new graduate programs and course proposals (5000 level and above); d. the appointment of teaching assistants; e. review and acceptance of applications to the graduate program. Undergraduate Committee: The Undergraduate Committee, advisory to the chair (who is an ex officio member without voting privileges) shall consist of the Director of Undergraduate Studies, who will serve as Chair to the Committee, four elected members, and, ex officio with voting privileges, the

11 Director of Graduate Studies. It recommends to the Director of Undergraduate Studies, the Executive Committee, and to the Department: a. program requirements for undergraduate Biology majors and minors; b. changes in the undergraduate curriculum; c. new undergraduate course proposals (1000 through 4000 level).

Relationships with other units, institutes, centers, etc.: The Department is most closely linked to ECU’s Institute for Coastal Science and Policy, to which four faculty members are jointly appointed (though holding their tenure in Biology). The goal of this interdisciplinary center is to enhance understanding of the complex interactions between human activities and the marine environment and its resources, and to draw on this understanding to develop sound public policy. Several Biology faculty members are faculty affiliates of ECU’s Center for Sustainable Tourism, which is dedicated to promoting sustainable tourism through innovation in graduate education, leadership development, community consultation, and collaborative research. The North Carolina Center for Biodiversity, housed within the Department, seeks to promote research, education, and outreach in the field of biodiversity. The Director of the UNC Coastal Studies Institute (CSI), in Manteo, NC, holds her tenure in the Department and has recently participated in a Biology search committee. Closer interactions and collaborations with CSI are anticipated. Some faculty members have collaborated on teacher outreach work with the Center for Science, Mathematics, and Technology Education. Several faculty members have been funded by the North Carolina Biotechnology Center (NCBC), and one has worked closely with NCBC on a variety of outreach activities. Several faculty members frequently interact with the staff of NSF’s National Evolutionary Synthesis Center (Durham NC) and one has been funded by them on outreach work. The East Campus units (Departments) with which Biology faculty members work most closely are Chemistry and Geological Sciences, as well as Physics, Geography, and Mathematics. We collaborate on teacher training and outreach work with faculty members from the College of Education, especially the Department of Mathematics, Science and Instructional Technology Education. Our faculty members have conducted collaborative research with colleagues in the College of Technology and Computer Science, and we foresee such interactions increasing as we seek to build Bioinformatics at ECU. Members of our department have extensive interactions with Brody School of Medicine faculty members from the Departments of Microbiology and Immunology, Biochemistry, Physiology, and Radiation Biology. Besides research collaborations, many Biology MS students carry out their thesis research in BSOM laboratories. Biology faculty members serve on dissertation committees of students from Brody School of Medicine, and BSOM faculty members serve as outside members on thesis committees of Master’s students in Biology. We have also invited faculty members from BSOM to be on faculty search committees. For example, Brody faculty have served on two of our search committees in the last three years and our faculty reciprocate. Research collaborations are increasing with the support of Research and Graduate Studies. The Chair of Biology was recently invited, based on the performance and reputation of our department, to serve on a one-two year project at Brody intending to instill a more positive, problem solving and goal-oriented culture at the medical campus (the only individual from East Campus so invited). Biology also has strong relationships with a variety of programs as a result of the movement of our faculty into administrative positions, or the hiring of administrators who hold their tenure in Biology. The administrators in question are Tom McConnell, Assoc. Dean of Graduate Studies; Ron Newton, Assist. Vice Chancellor for Administration and Finance; Cindy Putnam-Evans, Associate Dean

12 of the Thomas Harriot College of Arts and Science (THCAS); John Rummel, Director of ICSP; Alan White, Dean of THCAS; Nancy White, Director of CSI.

II. CURRICULUM/INSTRUCTION

2.1 Foundations Curriculum

Five courses offered by the Department of Biology serve the entire East Carolina Community as Foundations Courses: BIOL 1100/01 (4), BIOL 1200/01 (4), BIOL 1050/51 (4), BIOL 1060/61 (5), BIOL 2130 /31 (5). Credit hours per course and /or lab are listed in parentheses. One nursing course became an FC course last year, BIOL 2110/01. Data from this course are not included in the table below. As discussed in 2.2, these Biology courses serve as FC requirements for most of the units on campus.

Table of FC Course SCH, Allocation

Academic Year Under Review SCH SCH/1.0 FTE % Allocation Dpt FTE 2009-2010 21389 611 64 2008-2009 23250 664 66 2007-2008 22255 636 64

To interpret the above table, student contact hours (SCH) are defined as enrolled students multiplied by the credit hours for a course or lab. Full-time teaching equivalent (FTE) is defined as each full-time faculty member assigned to the Biology Department, with each graduate teaching assistant counting as 0.5 FTE. % Allocation Dpt FTE refers to the percentage of all Biology Department’s FTEs devoted to FC courses.

2.2 Instructional Relationship to Other Programs

Undergraduate: Biology supplies all the health-related majors on campus with at least one course, and often more. For example, clinical lab science majors require BIOL 1100/01, 2110/01 and 2130/31. Almost every major within the College of Health and Human Performance requires 1050/51 or 1100/01 and BIOL 2130/31. Pre-nursing students are a very large and growing group of students taking BIOL courses. They require BIOL 2140/41, 2150/51 and 2110/01 (see below). The SCH for these courses has increased steadily, and the demand has increased. However, the number of seats available in the labs limit the number we can accommodate. All three labs (2141, 2151 and 2111) are taught every semester and in the summer session. During each semester, lab sections run from Monday morning to Thursday evening. Fridays have traditionally been reserved for TA meetings and lab preparation for the following week. Although the potential exists to add more sections, our consultation with the College of Nursing has led to the decision to cap the number of sections at the current level and instead add a GPA cap on admission to the courses. This reflects the increasing GPA requirement for incoming nursing students,

13 and takes into consideration that the College of Nursing has no plans to increase enrollment levels in the near future. The GPA cap is currently going through the curricular revision process for implementation in Fall 2011. As illustrated in the table below, the pre-nursing courses have shown an increasing number of associated SCH since 2006. With the exception of 08-09, when we had a budget crisis, our SCH/FTE is fairly level for these courses.

SCG, FTE for Pre-nursing Courses

Pre-nursing courses: BIOL 2140, 2150, 2110 and labs Semester F 06 Sp 07 F 07 Sp 08 F 08 Sp 09 F 09 Sp 10 SCH 2454 3080 2601 3144 3172 3536 3208 3588 SCH/FTE 289 342.2 325 330.9 397 372 321 341

Graduate: Biology is linked to other graduate programs via its curriculum and graduate teaching opportunities. Three new graduate courses are being formalized, and we anticipate they will be utilized by graduate students (MS and PhD) in the natural sciences: 1) preparing for the job market (BIOL 7950); 2) teaching science in higher education (BIOL 7970); and 3) mentoring research students (BIOL 7960). These courses are unique offerings within the graduate natural sciences curriculum. Biology also participates in two interdisciplinary doctoral programs—Interdisciplinary Program in Biological Sciences (IDPBS) and Coastal Resources Management (CRM)—and accordingly contributes to the curriculum of each. Biology has also provided graduate teaching opportunities for students pursuing a Master’s in Science Education. Courses utilized have been Biology for Non-Majors (BIOL 1051), Microbiology (BIOL 2221), and Human Physiology and Anatomy (BIOL 2141, 2151).

2.3 Curriculum Assessment and Curricular Changes

Undergraduate: In the past 7 years we have added more elective courses to our curriculum, especially 4000 (senior) level courses to enhance our upper level offerings. These include: BIO 3150, BIOL 4230, BIOL 4320, BIO 4240, and a Topics in Biology course, BIOL 4800, which serves as a conduit for teaching new courses. We have also developed two new travel courses in Tropical Biology that were offered each of the last two summers. In 2008-2009 we began a serious discussion among the faculty to examine the structure of our BS Biology curriculum. Comparing biology curricula across similar institutions, we determined our program was relatively unstructured in terms of required biology content. Thus, we are currently making changes in our core courses. One major change will involve offering more sophomore-level courses, which will eventually become core courses (cell and developmental biology). We have decided to require at least one statistics course, given our students’ poor quantitative skills (as shown by a consistent 50% analytical skills section on the Major Field Test in Biology (MFTB)). Given the increased demand for BIOL 1100/01 by health majors, we will offer a new non-majors introductory biology course designed specifically for these students. This course (1150 Principles of Biology: A Human Approach) will fulfill a prerequisite for BIOL 2130 and BIOL 2110 and

14 3310/11. More importantly, its implementation will allow us greater flexibility regarding changes in the BIOL 1100/01-1200/01 sequence for Biology majors. The BS Biochemistry curriculum was revised in 2007 when it became clear majors did not have time in their program to carry out undergraduate research. Given an active biological chemistry group in the Department of Chemistry and a highly regarded Department of Biochemistry at the medical school, our BS Biochemistry majors had ample research opportunities but insufficient time. Therefore, we implemented an optional “research track,” which allowed the students to take one semester of physical chemistry instead of two by substituting the equivalent number of credit hours for research. Since implementation in fall 2008, most of our majors follow this track.

Graduate: Goals and objectives for the Biology graduate programs were delineated during 2008 as part of the University’s campus-wide Southern Association of Colleges and Schools (SACS) accreditation initiative. These learning goals, corresponding objectives, and metrics for the graduate programs are provided in the table below. Rubrics for evaluation of the thesis/dissertation, departmental seminar and defense, and the annual graduate student-mentor review were initiated in 2006 and 2007, respectively. Biology 6880 (Introduction to Research), a course that facilitates the transition from undergraduate to graduate status, has been recently revised, placing greater emphasis on critical thinking, writing and communication skills, and exposure to ethical behavior in research and teaching environments. Interdisciplinary PhD students are required to enroll in a science ethics class (e.g. HUMS 7004 or GRAD 7004).

15 Table Summarizing Learning Goals and Metrics for Graduate Programs

Learning Goals Learning Objectives Metrics 1. Evaluation of thesis/dissertation proposal 2. OIA Graduate Student I A. Scholarship Exit Survey 3. Teaching Assistant SOIS evaluation

I. Achieve a level of knowledge, 1. Evaluation of thesis/dissertation understanding and expertise of a field, or I B. Problem solving and critical thinking seminar 2. OIA Graduate Student 1 or more sub-disciplines of Biology Exit Survey necessary for appropriate professional 1. Evaluation of thesis/dissertation employment I C. Integrate & synthesize information from sources within primary field and from cognate and defense disciplines 1. Evaluation of thesis/dissertation; I D. Demonstrate technical expertise 2. OIA Graduate Student Exit Survey II A. Demonstrate the ability to properly utilize 1. Evaluation of thesis/dissertation the scientific method, and an understanding of proposal 2.OIA Graduate Student experimental design and data analysis. Exit Survey 1. Annual Department student- II. Develop an understanding of how II B. Develop and maintain a functional mentor survey. 2. OIA Graduate research is done relationship with a mentor. Student Exit Survey 1. Introduction to Research (BIOL II C. Participate in a collaborative effort toward 6880). OIA Graduate Student Exit a common goal Survey 1. Thesis / dissertation 2. Peer- III A. Produce a lasting product reflecting the reviewed publication(s) III. Significantly extend our professional training received and research understanding of the natural world findings

1. Participation in professional IV. Develop effective communication IV. A. Demonstrate ability to write and speak meetings 2. Thesis/dissertation and skills well publications 3. Teaching Assistant SOIS

1. Teaching pedagogy at the college V. Develop awareness of the ethical V. A. Demonstrate an understanding of, and level (BIOL 7970) 2. Peer review issues intrinsic to research and teaching observance of, ethical issues in research and of graduate teaching assistants. 3. teaching environments GTA SOIS

2.4 Bachelor’s Degree

BS Biology The BS Biology curriculum specifies two math courses [Calculus for the Life Sciences 1 and 2 (6 sh)], two physics courses with associated labs [Physics for the Life Sciences 1 and 2 (8 sh)], and four chemistry courses [General Chemistry 1 and 2 and Organic Chemistry 1 and 2 (16 h)]. Students must also take 9 sh of Research Skills—either a foreign language or a quantitative/communication skills option (one computer course, one statistics course, and one scientific writing course)— or 9 sh from a minor or second degree. The biology courses required for the degree are shown below. In choosing biology electives, students have the option of concentrating in a specific area or taking a variety of electives, chosen in consultation with a faculty advisor, to reach 25 sh.

16

Biology Degree Requirements

Course Semester Hours BIOL1100/01 Principles of Biology I 3,1 BIOL1200/01 Principles of Biology II 3,1 BIOL 2300 Genetics 3 BIOL 2250/51 Ecology 3,1 Biology Electives 25 Total 40 sh

Elective areas (details are provided for each in Appendix C) are recommended to guide students in choosing biology electives consistent with their academic goals. Students may concentrate in one of the five areas specified below or choose a more general course of study. A maximum of 6 sh (research credits) of BIOL 3504, 3550, 4504, 4514, 4550, 5995 may count toward biology electives without consent of the Department Chair or the Director of Undergraduate Studies.

BS Biochemistry The BS Biochemistry curriculum specifies four math courses [pre-calculus (3 sh) and calculus 1, 2 , 3 (12 sh)], two physics courses with associated labs [University Physics 1 and 2 (10 sh)], and chemistry courses [General Chemistry 1 and 2, Organic Chemistry 1 and 2 (16 sh), and Quantitative and Instrumental Analysis and lab (5 sh)]. In addition, students choose between Introduction to Physical Chemistry and lab (one semester, 5 sh) or Physical Chemistry 1 and 2 and labs (10 sh). If they select the former, they are required to carry out a research project for 5 sh of credit. The majority of our biochemistry majors follow the research track. The BIOL courses required for the BS Biochemistry degree are shown below.

BS Biochemistry Requirements

Course Semester Hours BIOL1100/01 Principles of Biology I 3,1 BIOL1100/01 Principles of Biology II 3,1 BIOL 2300 Genetics 3 BIOL 3301/11 Cellular Physiology 4,0 BIOL 5800 Principles of Biochemistry 1 3 BIOL 5810 Principles of Biochemistry 2 3 BIOL 5821 Principles of Biochemistry Lab 1

17 2.5 Certificate Programs

NA: The Department of Biology does not offer any certificate programs.

2.6 Master's Degree

Requirements for admission to the Masters’ programs include a baccalaureate degree in Biology or a related field from an accredited domestic college or university, or the equivalent from a foreign university. Those applying for admission to the Master of Science in Molecular Biology/Biotechnology should also have had coursework or appropriate training in genetics, microbiology, and basic molecular technology. Both Masters’ degrees require a research thesis involving the production of original data.

Curriculum for the Master of Science in Biology

Core Course Semester Hours Subject BIOL 6880 2 Introduction to Research BIOL 7900 or BIOS 7021 or 3 Statistics BIOS7022 BIOL7000 minimum of 3 Thesis Electives 7 Total Core 15

Concentration Area Semester/ Hours Cell Biology minimum of 15 Environmental and Organismic Biology minimum of 15

Minimum Total for Degree 30

18 Curriculum for the Master of Science in Molecular Biology/Biotechnology

Semester Hours Subject BIOL 5800 3 Biochemistry BIOL 5821 1 Biochemistry BIOL 5870 or Molecular Biology of the Gene; Molecular BIOL 7870 3 Genetics BIOL 6880 2 Introduction to Research BIOL 7000 minimum of 3 Thesis Total Required 12

Prescribed Electives Semester Hours two of the following courses BIOL 5900/01 2/3 Biotechniques and Lab BIOL 6250/51 4/0 Protein Purification Techniques BIOL 7180 81 3/0 Cell Culture and Hybridoma Techniques BIOL 7480/81 4/0 Cell Biology 7-9 Other Prescribed Electives 5-7 Total Prescribed Electives 14

General Electives maximum 4

Minimum Total for Degree 30

2.7 Doctoral Degree

A Master of Science degree in Biology or related field is recommended for admission to the interdisciplinary doctoral programs in which Biology participates. The curriculum of the Interdisciplinary Program in Biological Sciences consists of a general core of 8 sh (3 courses: seminar, ethics, biostatistics), a molecular/cellular core of 3-4 sh, a research core of 25-36 credits, a unit-based (BSOM, Biology, or Chemistry) curriculum of 7- 8 semester hours, and 7-8 hours of electives. The Coastal Resource Management curriculum consists of a 44 sh common set of foundation courses taken during the first three semesters of matriculation. Later coursework consists of a minimum of 18 hours in a primary concentration (Coastal Ecology, Geosciences, Social Science and Policy) and a minimum of 6 semester hours in the secondary concentration (same areas as listed previously).

19 The IDPBS program requires a comprehensive exam to be taken near the time of the defense of the student’s dissertation proposal, which is during the latter part of the student’s second year. The format of the exam may be written, oral or both, and is defined by the student’s dissertation committee. CRM students must take a competency exam no later than their third semester to demonstrate a command of the required 44 cr hr core curriculum, and the academic readiness to continue on in the program.

III STUDENTS

3.1 Enrollment

Undergraduate: SCH data for Foundations courses are listed in the table in Section 2.1. In addition, a summary of the numbers of majors and SCH for all programs in Biology are listed below by respective year:

Table Summarizing SCH/Year for All Biology Undergraduate Programs

Year Total SCH 2007-2008 33635

2008-2009 35000

2009-2010 34645

Table Summarizing Enrollment/Year for All Biology Undergraduate Programs

Year Major Number of Number of declared majors Graduates 2007-2008 BS Biology 311 103

BS Biochemistry 39 5 2008-2009 BS Biology 318 121 BS Biochemistry 36 11 2009-2010 BS Biology 376 122 BS Biochemistry 37 15

Declared BS Biology majors increased 18% from 2008 to 2009, which specifically reflects interest in our programs, as the University-wide undergraduate enrollment increase averaged only 4% during the previous three years. BS Biochemistry majors represent ~10% of the total number of undergraduate

20 majors in the Department. However, the BS Biochemisty graduation rate has increased over the last three years.

Graduate: During the past decade overall enrollment in the Masters’ programs spiked in 2002, followed by a slow return to the 2002 level over the next eight years (table and figure below).

Enrollment in the Masters’ programs

Number Number Total Year Entered Biology MBBT Number 2000 15 8 23 2001 15 7 22 2002 23 9 32 2003 11 6 17 2004 14 2 16 2005 20 5 25 2006 19 5 24 2007 16 8 24 2008 18 11 29 2009 19 9 28 2010 16 16 32

Proportionate representation in the Masters’ programs has changed dramatically during this period of time. From 2000-2007, recruitment into the MS Biology program was two or more times greater than for the MS Molecular Biology/Biotechnology. Since 2007, however, the relative numbers of students entering these programs have shifted to near 50:50 (see Figure below). The combined number of Masters’ students for both programs in any given year for 2000 to 2010 has been fairly consistent, ranging from approximately 60-80.

21

Biology doctoral student enrollment has shown two patterns of growth during the past decade (figures below). The Interdisciplinary Program in Biological Sciences (IDPBS) was established in 1999 and Biology’s first students entered the program in 2002. Recruitment has averaged 4.6 students per year since 2002, with the total number of Biology students increasing steadily to the current level of 20 (Figure below). Eight IDPBS students have graduated since 2002. Although recruitment into the Coastal Resources Management program began earlier (1999), it has been numerically lower than the IDPBS during the past decade. Lower annual average recruitment (1.8) and a modest graduation pace have caused the total enrollment of Biology’s students to plateau around 10.

22

3.2 Quality of Incoming Students

Undergraduate: Even though ECU may be described as an access university or the University in the east providing educational opportunities to rural communities, the quality of incoming Biology students is consistently high by comparison with students entering other majors. A review of the GPA and SAT data demonstrates that Biology students are better prepared, with SAT scores at or above averages for both ECU and the entire UNC system (section 1.10). Enrollment into the Biology program falls consistently between 350 to 400 students per year. Overall, incoming Biology students are not only comparable to their peer institutions, but are also academically competitive as they enter the Biology program at ECU.

Graduate: Undergraduate grade point averages for both graduate programs remained close to 3.1 over the ten year period with the exception of the 2010 incoming class, whose GPA averages were 3.33 and 3.44 for BIOLOGY and MBBT students, respectively. As well as grade point averages, GRE scores are a standard criterion for evaluating graduate student applications. The 2000-2010 scores for incoming Biology Masters’ students showed distinct patterns, with raw Quantitative scores increasing steadily from an average of 585 (out of a possible 800) in 2000 to 645 in 2010. No such pattern was observed for the incoming MS Molecular Biology/Biotechnology students, although their quantitative scores were generally higher than those for the BIOLOGY students in any given year (tables and below). In contrast, GRE Verbal scores showed no clear trend over time, fluctuating randomly about a grand mean of 495. Combined Quantitative and Verbal scores for incoming MS BIOLOGY students also rose steadily over the past 10 years, no doubt driven by the increases in Quantitative scores mentioned above. The combined scores for the incoming MS MBBT students remained steady, fluctuating around a grand mean of 1120.

23 Tables Summarizing GRE, GPA Data for Entering Biology MS Students

BIOL No. BIOL BIOL BIOL Incoming YEAR Students Quant Verbal Q+A GPA 2000 15 585 489 1074 3.16 2001 15 563 501 1064 2.98 2002 24 581 496 1077 3.17 2003 11 578 515 1093 3.03 2004 15 626 490 1116 3.16 2005 19 593 509 1102 2.97 2006 19 621 504 1124 3.07 2007 16 620 453 1073 3.14 2008 19 601 492 1092 3.06 2009 19 605 498 1103 3.09 2010 17 645 504 1161 3.33

MBBT No. MBBT MBBT MBBT Incoming YEAR Students Quant Verbal Q+A GPA 2000 8 596 481 1078 2.94 2001 7 627 501 1129 2.99 2002 9 623 483 1107 3.21 2003 6 632 493 1125 3.26 2004 2 660 540 1200 3.25 2005 5 616 516 1132 3.24 2006 5 604 440 1044 3.06 2007 8 630 476 1106 2.95 2008 10 667 519 1186 3.27 2009 9 634 487 1121 3.01 2010 16 647 484 1131 3.44

24

The graphs above illustrate the temporal trends in GRE scores expressed as percentile rankings. Quantitative and Verbal raw scores are not equivalent; hence raw scores were converted to percentiles, allowing direct comparison of the two GRE categories. GRE scores of incoming MS students from a peer institution (University of North Dakota) are available for a three-year period: 2008-2010. These scores were originally expressed as percentiles rather than raw scores, requiring conversion to allow direct comparisons. The North Dakota scores were similar to the ECU scores for 2008 and 2009 but significantly exceeded ECU scores in 2010 (table below). This latter difference may reflect increased competition for a reduced number of graduate student openings at North Dakota; the numbers of MS applicants admitted for the years in question at UND declined each of these three years (11, 7 and 3 respectively), even though applications increased during the same period (16, 21, 24, respectively).

GRE Scores of Incoming MS students at University of North Dakota

Biology Univ. N. Admitted Admitted Admitted Dakota Students Students Students Average Average GRE GRE Average Average Quant. Verbal Average GRE GRE Raw Raw Year UG* GPA Quantitative Verbal Score* Score* Fall 2010 3.05 71st %ille 79th %ille 704 570 Fall 2009 3.45 61st %ille 59th %ille 660 485 Fall 2008 3 41st %ille 53rd %ille 570 470 Fall 2007 na na na Fall 2006

25

Table showing average* GRE scores and GPA of recruited Biology IDPBS PhD Students

Quantitative Verbal V + Q Quantitative Verbal Year Number Raw Raw Raw Percentile Percentile GPA 2002 2 635 430 1065 55 43 3.98 2003 3 637 430 1067 47 43 3.60 2004 3 673 513 1187 64 63 3.57 2005 3 660 487 1147 61 58 3.46 2006 3 640 600 1240 57 81 3.46 2007 1 710 490 1200 72 60 3.72 2008 1 520 550 1070 30 74 -- 2009 7 607 493 1100 51 59 3.53 2010 5 704 566 1270 72 77 3.70 Overall Average 643 506 1150 57 62 3.63 * values for 2007 and 2008 refer to single recruits.

Not unexpectedly, GRE scores and grade point averages of incoming Biology IDPBS students are uniformly greater than those for the Masters’ students. Verbal scores trended higher between 2002 and 2010, whereas quantitative scores varied about a value of 640. Admission decisions for Biology MS and PhD students are based on the collective of GRE scores, grade point average, statement of purpose, letters of recommendation, and communications between applicants and ECU Biology faculty. The admission process for MS students was modified in 2007 to request that prospective students identify Biology faculty with whom they would be interested in working as a potential thesis mentor. Prospective Masters’ students are also encouraged to contact potential mentors to learn about their current research opportunities. This change was made to better pair research interests of incoming students with our faculty’s expertise and to facilitate the process of thesis proposal development, an otherwise limiting step in the MS student training.

3.3 Quality of Current/Ongoing Students

Undergraduate: Our assessment over the past three years has shown that our students consistently score approximately 50 percent correct on all areas in learning outcomes on the national Major Field Test in Biology (MFTB, Educational Testing Service). Section 6.4 provides more details on assessment results. Students in the Biology Department carry out research in the Biology, Chemistry, Physics, Geological Sciences, and Psychology and several departments at Brody School of Medicine. Biology and Biochemistry majors give more presentations (and earn more awards) at ECU’s Undergraduate Research Day during the annual Research and Creative Achievement Week than students in any other single major. Last year, 33/100 of all presentations University–wide were given by our students, and both awards in the Natural Science category were won by BS Biology majors.

26 Our students are also very competitive for Undergraduate Research and Creative Activity (URCA) awards, an award that funds supplies, travel and stipends for undergraduate research (see below). The applications are prepared by students, and they are reviewed by panels of faculty within each discipline. Biology students can earn awards in both Biomedical and Natural Science categories, depending on the individual project. Some students have also received external funding for their research.

Undergraduate Research and Creative Activity Awards

Undergraduate Research and Creative Activity Awards Year Awards to students in Biology Total awards 2007-2008 6 20 2008-2009 6 18 2009-2010 13 27 Fall 2010 7 14

Graduate: Assessment of the quality of current graduate students is based on the caliber of the thesis and thesis research seminar as well as publication of their research in a peer-reviewed medium. Evaluation rubrics for the thesis and thesis seminar are provided in Appendix C. These rubrics are completed by the student’s thesis committee (which always includes an external member), and our program goal is to achieve an average rating of 90% for both the thesis and seminar. Student outcomes have generally met this program goal during the years since the rubrics were implemented (table below).

Evaluation scores for the Masters’ student’s thesis and thesis seminar.

BIOL Seminar BIOL Thesis MBBT Seminar MBBT Thesis Year Average Median Average Median Average Median Average Median 2006 91.4 92.0 91.1 93.0 86.6 88.0 86.9 90.0 2007 91.4 94.0 89.7 91.0 90.4 93.0 92.8 92.0 2008 91.3 91.0 91.9 91.5 84.8 86.0 89.8 89.0 2009 88.5 89.0 88.1 90.0 93.6 94.0 92.1 92.0 2010 93.0 93.5 92.7 93.5 92.5 92.0 91.6 91.0

Components of the thesis that consistently received the lowest assessment scores were the discussion and writing style (table below), while those for the seminar were the discussion (responses to questions; suggests for future direction of research) and speaking style. These findings identify integration and synthesis of information, together with effective written and oral communication, as skills warranting greater attention in training our Masters students. These issues are currently being addressed via the recent revision (2007-2008) of subject matter in the Introduction to Research course (BIOL 6880) described above. However, additional efforts may be necessary to elevate these skills to a more desirable level.

27

Components of the MS thesis and thesis seminar receiving the lowest evaluation scores.

Thesis Seminar Frequency (%) of Frequency (% ) of Component Lowest Scores Component Lowest Scores Introduction 14.3 Content 5.9 Methods 4.1 Objectives 8.8 Results 6.1 Methods 5.9 Discussion 42.9 Results 2.9 Writing Style 32.7 Discussion 11.8 Summary 8.8 Graphics 11.8 Speaking Style 35.3 Questions 8.8

The proportion of MS student cohorts that published peer-reviewed articles as first authors has varied from 8.3 to 43.8% during the past decade (table below), and as co-authors varied from 12.5 to 33.3%. Overall means for the percentage of students serving as first author and co-authors are 24.8% and 21.8%, respectively. Virtually all of the Biology IDPBS students who have published have done so as lead authors (table below). All members of the earlier IDPBS cohorts have published.

Peer-reviewed publications of MS Students

First Author Co Author Number of Number of Number of Number of Cohort Year Students % of Cohort Publications Students % of Cohort Publications 2000 9 39.1 9 3 13.0 6 2001 3 13.6 3 5 22.7 10 2002 7 21.9 10 7 21.9 9 2003 4 23.5 4 4 23.5 5 2004 7 43.8 11 2 12.5 4 2005 5 20.0 7 5 20.0 13 2006 7 29.2 8 8 33.3 13 2007 2 8.3 5 6 25.0 8 2008 7 24.1 9 7 24.1 9 2009 2 2010 3

28 Peer-reviewed Publications of Biology IDPBS (PhD) students

Number of Number First Students Author Cohort Year Publishing % of Cohort Publications 2002 2 100 6 2003 3 100 14 2004 3 100 6 2005 2 50 4 2006 2 66.6 7 2007 1 100 0 2008 0 0 2009 2 33.3 2 2010 NA NA NA

3.4 Degrees Granted

BS Biology BS Biochemistry MS Biology MS Molecular Biology/Biotechnology

The data in 3.1 indicate consistent interest in the entire Biology program – undergraduate, foundations as well as graduate programs. The trend for the years displayed is that of consistent enrollment, with high numbers in all sections of our FC courses. In addition, the number of both BS Biology and BS Biochemistry declared majors has increased steadily, with the number of graduating students increasing in concordance. The percentage of MS Biology students graduating has been fairly consistent, varying from 78- 90% between 2000 and 2007, with a 7-year mean of 84.6%. Graduation percentages for the MBBT program, however, have been comparatively dynamic, ranging from 42.8-100%. The low number occurred in 2001 cohort, and 2002 cohort was also disappointing with just 55.6 % completing their degree. Since that time, the MBBT graduation percentages have been higher and more stable; the 2000- 2007 average percent graduation for the MBBT program is 71.5%. Attrition results from students who a) become disenchanted with program and disappear, b) never finish writing their thesis, c) transfer to another graduate program or school, and d) leave for reasons of health. The most common of these is failure to complete the thesis. The number of students in this category has declined substantially since 2007, coincident with an increase in the Teaching Assistant stipend (2008), implementing the practice of matching prospective students with potential thesis mentors at the level of the application process (2007), and revising the MS timeline to be compatible with a two year time frame for completion of the degree program. Since 2000, the average time to completion of the MS degree has declined from 3+ years to approximately 2 years (see also Section 6.4.1 for data on the temporal pattern in graduation rate).

29 3.5 Diversity of Student Population

Undergraduates: We have a large minority presence in Biology; in fact, the percentage of African- American students in Biology, 14% is the same as that of the general student population, which indicates successful recruitment and retention of such students. However, one group that is strikingly under- represented, both University-wide and within our programs, is Hispanic students. As the population in eastern NC is 12% Hispanic, we would expect to see a higher percentage enrolled at ECU. Biology faculty members are working on some outreach projects that may improve their representation (see Outreach). However, the state requirement that undocumented aliens pay out of state tuition is a major impediment to increasing these numbers.

Student Counts by Race/Ethnicity

Academic American Asian Hawaiia African Hispanic White, non- Two or year Indian n Pacific American Hispanic more Alaskan Islander races Native

W M W M W M W M W M W M W M 2007-2008 BS Biology 2 1 15 19 0 0 33 10 4 2 121 65 7 6

BS 0 0 0 3 0 0 2 4 0 1 12 15 0 0 Biochemistry 2008-2009 BS Biology 1 2 18 14 0 0 34 13 3 4 117 93 9 7

BS 0 0 1 3 0 0 2 2 0 0 13 14 1 0 Biochemistry 2009-2010 BS Biology 3 3 14 14 0 0 39 13 5 4 144 112 2 2

BS 1 0 2 2 0 0 2 3 1 0 8 15 0 1 Biochemistry

Minority Status Student Percentages by Race/Ethnicity, Overall

Academic Year Minority status of Biology/Biochem majors (Percent) African Hispanic American American Indian 2007-2008 14 2.0 0.9 2008-2009 14 2.0 0.8 2009-2010 14 2.4 1.6

Biology faculty members, particularly Director of Undergraduate Studies Mary Farwell, have been participating in grant submissions (e.g. S-STEM) that would facilitate the recruitment and support of

30 under-represented minority students. Dr. Farwell is also involved in the preparation of TRIO grants (e.g. McNair) at the campus level.

Graduate Students: Male students dominated the graduate student population until 2003 (table below), when female students began to increase—with some variation each year—until they now exceed the number of male students. Student ethnicity remains dominated by non-Hispanic whites.

Gender and Ethnicity of Biology MS Student Population

Total MS Other, or MS Total Population White, Non African- Ethnicity Program Year Number Hispanic API American Unknown % % % % % % % Male Female % Male Female Male Female Male Female BIOL 2000 15 73.3 26.7 60.0 26.7 13.3 0.0 0.0 0.0 0.0 MBBT 2000 8 37.5 62.5 37.5 50.0 12.5 12.5 0.0 0.0 0.0 BIOL 2001 15 73.3 26.7 53.3 26.7 0.0 0.0 13.3 0.0 6.7 MBBT 2001 7 42.9 57.1 28.6 14.3 14.3 0.0 0.0 0.0 42.9 BIOL 2002 23 65.2 34.8 47.8 34.8 0.0 0.0 4.3 0.0 8.7 MBBT 2002 9 77.8 22.2 55.6 22.2 22.2 0.0 0.0 0.0 0.0 BIOL 2003 11 36.4 63.6 36.4 63.6 0.0 0.0 0.0 0.0 0.0 MBBT 2003 6 66.7 33.3 50.0 16.7 0.0 16.7 0.0 0.0 16.7 BIOL 2004 14 57.1 42.9 42.9 42.9 0.0 0.0 0.0 0.0 14.3 MBBT 2004 2 100.0 0.0 50.0 0.0 0.0 0.0 0.0 0.0 50.0 1 Hispanic BIOL 2005 20 50.0 50.0 40.0 30.0 5.0 10.0 5.0 0.0 female MBBT 2005 5 60.0 40.0 60.0 40.0 0.0 0.0 0.0 0.0 0.0 1 Native BIOL 2006 19 47.4 52.6 0.0 36.8 0.0 0.0 0.0 5.3 American MBBT 2006 5 80.0 20.0 80.0 20.0 0.0 0.0 0.0 0.0 0.0 BIOL 2007 16 43.8 62.5 43.8 56.3 6.3 0.0 0.0 0.0 0.0 MBBT 2007 8 87.5 12.5 75.0 12.5 12.5 0.0 0.0 0.0 0.0 1 Hispanic BIOL 2008 18 50.0 50.0 38.9 38.9 0.0 0.0 5.6 5.6 female MBBT 2008 11 54.5 45.5 45.5 27.3 9.1 18.2 0.0 0.0 0.0 BIOL 2009 19 73.7 26.3 73.7 21.1 0.0 5.3 0.0 0.0 0.0 MBBT 2009 9 55.6 44.4 55.6 33.3 0.0 11.1 0.0 0.0 0.0 BIOL 2010 18 38.9 61.1 38.9 61.1 0.0 0.0 0.0 0.0 0.0 MBBT 2010 16 43.8 56.3 31.3 37.5 6.3 12.5 6.3 6.3 0.0

Limited diversity has characterized the bulk of Biology’s doctoral students in the Interdisciplinary Program in Biological Sciences (i.e., male, white-non Hispanic; see the table below). This may in part be a consequence of the small annual cohort size of this program. During the past 2 years, the size of the recruiting class has nearly doubled that of past cohorts, and the representation of women and other ethnic groups has expanded concomitantly. In support of the recruitment of more female and under- represented minority students, we have recently submitted a GAANN (Graduate Assistantships in Areas

31 of National Need, DoEd, PI’s West, McKinnon) proposal. The proposal received competitive reviews and will be resubmitted for the next competition. Additional such submissions are planned. We are also optimistic that our increasing numbers of female and tenured minority faculty members will also facilitate such recruitment.

Gender and Ethnicity of Biology IDPBS (PhD) Student Population

Other, or Total % White, Non African- Year % Male API Ethnicity Number Female Hispanic American Unknown 2002 2 100 0 100 0 0 0 0 0 0 2003 3 100 0 100 0 0 0 0 0 0 2004 3 100 0 100 0 66.6 0 0 0 0 2005 3 100 0 100 0 0 0 0 0 0 2006 4 25 75 0 0 0 0 0 0 0 2007 1 100 0 100 0 0 0 0 0 0 2008 1 100 0 100 0 0 0 0 0 0 1 Native American 2009 7 85.7 14.2 28.5 14.2 42.8 0 0 0 mixed 2010 5 40 60 20 40 20 20 0 0 0

3.6 Need/Placement

Undergraduate: Many students enter the Biology program with aspirations of professional schools (i.e., dental, medical, PA, pharmacy or veterinary schools), but only a limited number can be admitted to these programs after graduation. Those who are admitted report satisfaction with their career choice as they have achieved their original aspirations upon entering the Biology program. Last year, approximately 30% of the ECU alumni who applied to medical school were admitted. This number reflects graduates from multiple graduating classes, as students often re-apply after a rejection. Fewer apply and are admitted on the first attempt. Section 6.3 includes employment/graduate program enrollment results from the Senior Survey. These results indicate that our majors are more likely to go to graduate or professional school than other ECU students (44% vs. 17% average over three years). They are also less likely to be seeking employment than the other ECU students (18% vs. 29% average over three years). Appendix B lists positions taken by our graduates over the last three years, based mainly on data from the faculty. While these data are not from a random sample, they do suggest that many of our graduates are competing effectively for entry into graduate and professional programs. The results of an alumni survey administered in Fall 2010 are shown below for 31responders. The first two questions covered the first position after graduation and the current position. Ratings for the remaining questions range from 1 (lowest relation) to 5 (highest relation). The complete survey results are attached as the end of Appendix B.

32

Alumni Survey Data

Question 3 If employed or in school how related is your 3.1 current position to your Biology degree from ECU? Question 4 Does your current position use content/skills that 3.6 you learned as a student in the Biology Department? Question 5 What level of enjoyment/satisfaction has your 3.6 degree given you in your current position?

The results show that there is a more positive than negative pattern (>3.0) with questions 4 and 5 close to 4.0. The last two questions addressed positive versus negative aspects of the students’ experience as a Biology major at ECU. Positives included faculty and lab offerings; negatives primarily related to difficulty in finding a job – a common denominator in the last several years regardless of undergraduate degree and training at any 2 or 4 year school in the United States. The demand for scientifically-trained students will remain high for years to come, and the demand for biologically-trained students, whether in laboratory situations, professional schools or even at the corporate level, will remain high as well (Window on the Workplace, NC Biotechnology Center, 2003). Overall, many graduates enter the work force, and the data above from questions 3, 4, and 5 suggest a general trend of post-graduate success.

Graduate: A measure of the relevance and quality of a graduate program is the success its graduates have in entering the job force in an area for which they were trained. We were able to obtain employment information for 110 of the 171 Masters’ students and all of the 8 IDPBS students who have graduated since 2000. Ninety-five percent (104/110) of our Masters graduates either continued with additional professional training or were employed in positions that utilized their expertise gained from graduate training (table below). Similarly, 7 of our 8 IDBPS graduates are either in post-doctoral positions, have jobs with Federal or State agencies, or are university faculty.

33 Placement of Biology MS and PhD Graduates

MS Graduates PhD (IDPBS) Graduates Position Number Percent Number Percent Health Science 2 1.8 Student, Medical School 8 7.3 Student, Dental School 3 2.7 Student, Veterinary School 1 0.9 Student, Ph D Program 25 22.7 Post Doctoral Fellow 1 0.9 3 37.5 Federal Agency 6 5.5 1 12.5 State Agency 9 8.2 Science-based industry/business 13 11.8 Research Lab 24 21.8 1 12.5 University Faculty 0 0.0 2 25 Community College Faculty 7 6.4 High School Faculty 5 4.5 Other 6 5.5

N=110/171 N= 7/8

3.7 Funding

Teaching and Research Assistantships

Undergraduate Assistantships: Undergraduate Assistantships (UA’s) of at least $1000/semester are provided to promising undergraduates for assistance in the instruction of large laboratory or lecture sections. Funding comes from both departmental sources (sometimes subsidized by the College) and from a sub-award from the Americorp program Project HEART. Biology has been a pioneer in the use of Project HEART funds for this purpose. Most UAs take a training course for credit, BIOL 2800, taught by a Biology faculty member. See 3.8 for additional details.

Graduate Assistantships: Graduate Teaching Assistantships (GTA’s) are initially awarded on the basis of the general quality of the prospective student’s application and the extent of their formal training in subdisciplines of biology (e.g. Ecology, Microbiology, Human Anatomy and Physiology, Cell Biology) that would qualify them as potentially capable of teaching a particular lab course. Following the initial selection and award of a Teaching Assistantship, the Assistantship can be renewed assuming the student’s teaching evaluations continue to be favorable, and progress toward their degree is satisfactory. Masters’ student stipends are intended to help meet all costs associated with attending the university. A small number (eight) of out-of-state tuition remissions are provided by the University, and the Graduate School recently began offering a limited number (two per Department) of $4000 Graduate Scholar awards that are applied directly to tuition costs for the academic year. The Biology Department

34 currently has four Graduate Scholars. These are the only examples of University compensation of tuition costs for Masters students. The Biology Masters’ stipend was $8500 per academic year until 2008, when it was increased to $10,000 at the beginning of Fall 2008. The Graduate School has recently increased the Department’s MS stipend allocation by $46,000, which could raise stipends by an additional $1000 per student per academic year. A small number (17) of Graduate Teaching Assistantships are available for teaching during the summer sessions. Each Assistantship provides $2500 / per 7-week summer course. The Graduate School may also have end of the fiscal year funds available on a competitive basis to MS students for the first summer session. Biology faculty members provide some Research Assistantships support (table below) for Masters’ students. This support is most commonly offered during the summer, and often equal in magnitude to that provided by the University for summer Teaching Assistantships.

Table showing Graduate Teaching and Research Assistantship support for Biology MS students

Teaching Assistantships Research Assistantships Year Term Number Funding Number Funding 2006 Spring 39 $158,062 13 $55,250 2006 Summer 17 $36,125 14 $29,750 2006 Fall 45 $158,062 9 $38,250 2007 Spring 36 $158,062 8 $34,000 2007 Summer 17 $36,125 9 $36,125 2007 Fall 44 $158,062 8 $34,000 2008 Spring 36 $187,000 9 $38,250 2008 Summer 17 $36,125 12 $14,875 2008 Fall 48 $235,062 4 $20,000 2009 Spring 45 $235,062 8 $40,000 2009 Summer 17 $42,500 15 $37,500 2009 Fall 44 $235,062 9 $45,000 2010 Spring 52 $235,062 3 $15,000 2010 Summer 17 $42,500 4 $10,000 2010 Fall 55 $235,062 6 $30,000

Financial support for doctoral (IDPBS) students is more comprehensive and substantive than that for MS students. Stipends have ranged from $21,500 to $24,000 per calendar year (table below), and tuition and health insurance are paid for by the provider (Thomas Harriot College of Arts and Sciences (THCAS), Graduate School, or mentor’s grant funds). The THCAS and Graduate School provide the Biology Department with 10 Scholarships and two Teaching Assistantships. IDPBS students are promised 5 years of support, with the expectation that half of the support will be provided by faculty research grant funds.

35

Biology PhD (IDPBS) Scholarship and Research Assistantship Support 2005 to Present.

Scholarship/ Teaching Research Year Assistantship Assistantship 2005-06 $215,000 $18,500 2006-07 $215,000 $68,250 2007-08 $215,000 $98,250 2008-09 $236,000 $75,500 2009-10 $236,000 $98,450 2010-11 $236,000 $55,000

Merit Scholarships Several merit scholarships are available from the Department, awarded annually by our Scholarship Committee. Scholarship amounts vary depending on funds available but typically range from $200- $2000 /year. However, the recently established Biology Advancement Council Next Step Scholarship is intended to provide a semester or summer of support for a graduate student and is therefore higher, at approximately $5000.

Undergraduate Scholarships Charles Bland Scholarship Eligibility: Undergraduate students (juniors and seniors) who have been accepted for admission or who are enrolled full time in the Department. Other criteria in order of priority are: 1. Academic merit: ≥3.0 GPA at ECU 2. Demonstrated commitment to the study of and a career in biology.

Detlev M. Bunger Scholarship Eligibility: Junior or senior undergraduate biology majors who are enrolled full time in the Department. Other criteria in order of priority are: 1. Academic merit: ≥3.0 GPA at ECU 2. Demonstrated commitment to the study of and a career in aquatic science or environmental biology.

Mary Caughey Helms Scholarship Eligibility: Graduating senior biology majors with the most outstanding record in scholarship and contribution to the Department, the university and the community.

Outstanding Senior Scholarship Eligibility: The outstanding Biology senior is selected each spring semester by the Scholarship Committee. Selection is based on scholarship, leadership, and extracurricular activities. Students to be considered should graduate between first session summer school and spring semester. Nominations normally close in early March.

36 University Book Exchange Scholarship Eligibility: This award is made in recognition of academic merit. Recipients must have an overall GPA of 3.0. Additional selection criteria include: (1) contributions to the Department and /or university, and (2) potential to contribute to the field(s) of biology.

Graduate Scholarships Martha N. Jones Scholarship Eligibility: Graduate students who have been accepted for admission or who are enrolled full time in the Department of Biology, East Carolina University. Recipients are selected on the basis of: 1. Academic merit 2. Interest in and commitment to the pursuit of a career in ecology This award shall be for one academic year (two semesters) and can be renewed one time upon maintenance of the requirements and criteria set out above.

James S. McDaniel Scholarship Eligibility: Recipients are selected on the basis of: 1. Excellence in research, ideally for work that has been recognized outside the Department, by presentation at scientific meetings, or by publication in recognized professional journals. 2. Superior academic record 3. Receipt by the selection committee of two letters of support from persons other than those who serve on the Scholarship Committee. 4. Excellence in teaching may be considered, particularly when nominees appear to be equally qualified in other respects. 5. Service to the university and to the scientific community may be a consideration, particularly when there is more than one deserving nominee. NOTE: candidates for this scholarship will be nominated by faculty. Nominated graduate students will be invited to complete an application for consideration by the Scholarship Committee.

Edward P. Ryan Scholarship in Marine Biology Eligibility: Recipients are selected on the basis of: 1. Academic merit 2. Interest in and commitment to the pursuit of a career in marine biology

Evelyn and Joseph Boyette Graduate Fellowship Eligibility: Recipients are selected on the basis of: 1. Offered alternate years with Department of History 2. Full time student in the Department of Biology Graduate Program 3. Academic merit 4. Commitment to graduate study and a career in Biology

Graduate Teaching Award Eligibility: Recipients are selected on the basis of: 1. Exceptional quality of instruction as indicated by student reviews 2. Exceptional quality of instruction as indicated by reviews by faculty members

37 Biology Advancement Council Next Step Scholarship Eligibility: Graduate student recipients are selected on the basis of: 1. Academic merit 2. Likely impact of the scholarship on research productivity 3. Likely impact of the scholarship on recruitment (may be given to an outstanding incoming student)

3.8 Student Involvement in the Instructional Process

Undergraduate: In 2006 we instituted an Undergraduate Assistant (UA) program modeled after a program in the Chemistry Department. Our goal was to involve our best undergraduate students in classroom and laboratory instruction. Training is a key component to the program, and Dr. Heather Vance-Chalcraft has developed a course called Biological Instruction in which select students (over 3.0 GPA and successful completion of freshman courses) are trained in biology pedagogy, classroom etiquette, and laboratory rules and regulations. After successful completion, students can apply for positions as UAs, although some have been hired without the training. The UA’s serve as secondary instructors in a biology laboratory or to assist instructors in large classrooms, particularly those instructors who employ active-learning methods in their courses. We pay each UA a small stipend and have recently involved Project HEART, an Americorp program supported by Congress, to fund several students. Depending on the semester, more in Fall than in Spring, we employ up to 17 UAs at a time.

Graduate: Biology Masters students teach labs for 12 different courses each fall and spring semester (tables below). Several of these courses have undergone significant growth since 2003 in concert with the general enrollment growth of the university. These include Environmental Biology (217% >), Principles of Biology I (57%>), Human Physiology and Anatomy I & II (85% and 42%>, respectively, Microbiology (50%>), and Cell Physiology (26%>). The total number of classes (# courses x # sections/course) increased by 17% during this time period, and total enrollment in the labs increased approximately 24%, from 4,443 students per academic year to 5,448 students. (see Figure below). It is evident that Biology’s Masters’ students make a major contribution to the University’s teaching efforts; the total enrollment in our labs represents nearly 20% of the student body.

38 Teaching Effort of Biology Masters Students during the academic year (summer teaching not shown).

2003-04 2004-05 2005-06 2006-07

Number Number Number Number Number Number Number Number of of of of of of of of Course Sections students Sections students Sections students Sections students General Biology 38 1589 38 1618 38 1484 38 1625 Environmental Biology 8 118 8 146 8 146 8 107 Principles of Biology I 14 609 15 645 15 646 17 669 Principles of Biology II 21 425 21 382 21 417 21 401 Fundamentals of Microbiology 23 349 23 342 23 350 23 313

Survey of Human Anatomy & Physiology 17 306 17 247 17 239 16 231 Human Physiology & Anatomy I 17 388 20 446 23 542 25 564 Human Physiology & Anatomy II 12 212 14 317 17 390 17 387 Ecology 16 215 19 339 16 191 16 207 Microbiology 5 74 5 69 5 75 5 79 Cell Physiology 8 123 9 120 9 128 9 127 Marine Biology 4 35 2 21 4 56 2 31

39 Teaching Effort of Biology Masters Students During the Academic Year (summer teaching not shown. (continued).

2007-08 2008-09 2009-10

Number Number Number Number Number of Number of of of of of Course Sections students Sections students Sections students General Biology 35 1590 38 1648 39 1655 Environmental Biology 8 109 11 180 14 256 Principles of Biology I 17 868 22 975 21 957 Principles of Biology II 20 426 22 494 22 427 Fundamentals of Microbiology 24 371 24 372 24 377 Survey of Human Anatomy & Physiology 15 268 16 235 13 334 Human Physiology & Anatomy I 26 584 26 630 27 719 Human Physiology & Anatomy II 18 408 20 473 20 302 Ecology 16 212 17 210 17 227 Microbiology 5 69 7 95 7 111 Cell Physiology 9 124 9 136 9 155 Marine Biology 2 27 0 0 1 15

40 Growth of the Biology Masters Student Undergraduate Teaching Load Between 2003 and 2010.

Masters’ students receive instruction in teaching from three sources: 1) during the new student orientation weekend that precedes the beginning of the fall semester; 2) as part of the Introduction to Research (BIOL 6880) course that is taught each fall semester, and 3) via weekly meetings with their Lab Coordinator (Biology Department staff) or the course’s instructor of record. The Instructor of Record is a member of the Biology Department faculty who is the instructor for the lecture portion of the course. All new graduate teaching assistants are evaluated during the first semester of teaching using a rubric similar to that used to evaluate faculty instruction (an example is provided in Appendix C), and once per academic year thereafter. Biology faculty and veteran teaching assistants participate in the teaching assessment. Student Opinion of Instruction Surveys (SOIS) carried out at the end of the semester are also employed to obtain information about the quality of the graduate assistant’s instructional skills. The Department’s Director of Graduate Studies meets with each teaching assistant to discuss the findings of their teaching evaluation. Students are re-evaluated within the same semester if their original evaluation revealed fundamental deficiencies in a) preparation for the lab, b) presentation of material to the students in the form of a lecture or demonstration, or c) rapport with the students. We have also instigated a course instructorship opportunity for Biology doctoral students who are nearing the completion of their degree requirements. In this case, doctoral students are funded as FT faculty to be the instructor for one of the Biology major core courses, or a general education biology course. The objective is to provide the student with a comprehensive introduction to course instruction (developing the syllabus, teaching an entire course, grading, trouble shooting student’s difficulties), which we consider to be a significant attribute to an individual’s resume when the time comes to seek

41 employment. During the current academic year, two of our IDPBS students participated as course instructors for General Biology (BIOL 1050) and Environmental Biology (BIOL 1060). We are also presently exploring the possibility of linking our graduate courses in teaching and mentoring with this instructional internship as requisites for a certificate in post-secondary pedagogy.

3.9 Professional Development Opportunities (PhD level)

The great majority of our doctoral students have previously earned a Master’s Degree, and thus have had considerable research experience by the time they enter our program. IDPBS students can also enroll for Methods and Techniques in Experimental Biological Sciences (BIOL 8810), or Introduction to Research (BIOL 8830). Both courses afford the opportunity to work in a faculty member’s lab in order to receiving learn techniques related to their dissertation research. Additional enrichment opportunities are discussed in 1.8.

IV. FACULTY

4.1 Faculty List and Curricula Vita

An alphabetical list, including rank and number of master's and doctoral advisory committees that each member has chaired during the past seven years, is provided as Appendix A. A current, brief, Sedona- generated curriculum vitae for each faculty member covering the last 7 years is provided as Appendix D.

4.2 Faculty Profile Summary

Approximately 2/3 of tenure-track faculty in the Department of Biology are tenured, with the proportion of untenured faculty recently increasing during a period of turnover and hiring (table below). This will continue with at least one new faculty member starting in fall 2011 and five tenure-track positions presently open. There is a higher proportion of untenured than tenured female faculty but women are represented at all ranks (one female full Professor recently transitioned into administration as Associate Dean and is not counted here). Four tenured/tenure-track faculty members are East Asian (having come to the US as immigrants; table below). One is African–American and one Hispanic, and one more Hispanic scientist, an immigrant to the US, will join the faculty in fall 2011(not counted in these data).

Table showing composition of the Department of Biology faculty by tenure status (those in FT positions can be advanced in title but not tenured) and gender.

Male Female Total Tenured 16 4 20 Non-tenured Tenure Track 6 3 9 Fixed Term 7 6 13 Total 29 13 42

42

Table Showing Composition of the Department of Biology Faculty by Tenure Status and Race (counts of faculty members who immigrated to the US for work or training are given in brackets).

White, Asian African-American Hispanic non- Hispanic Tenured 17 (4) 1 (1) 1 1 (1) Non-tenured Tenure Track 6 3 (3) 0 0

Fixed Term 13 (4) 0 0 0 Total 36 4 1 1

During the reporting period fourteen new faculty members joined the Department. Three were Asian, one African-American (now tenured), and one Hispanic (now tenured; not counting the 2011 hire already noted) and the remainder white. Three were women. Notably, in the two and one half years since a new Chair was appointed, three of five hires have been female and one Hispanic. The departmental leadership is committed to increasing departmental diversity and departmental leadership has been receiving additional training in recruitment strategies for diversity. The Department has a relatively large number of FT faculty members, which enables the efficient delivery of a large volume of SCH, especially to non-Biology majors that include aspiring nurses. FT individuals carry larger teaching loads and are also expected to be leaders in pedagogy and help the tenure-track faculty remain current in best practices. As a result of recent changes to the Biology Unit Code of Operations (a sort of departmental constitution) FT faculty who are exemplary teachers and active scholars (in their biological sub-discipline, pedagogy, or both) are eligible for advancement of title, along with a raise and higher priority for multi-year contracts; thus these positions are intended to provide a satisfying career track. Eight are in dedicated faculty lines, three are paid opportunistically through open salary lines or swing positions from the College, and two are in dedicated distance education salary lines; the latter are less permanent. Three FT individuals are the only members of the faculty lacking terminal degrees. One is a specialist in teaching introductory classes to non-majors whereas the other two are Distance Education (DE) specialists. Both of the latter have been contracted to develop new DE courses for “Learn NC,” an agency providing state-wide teaching resources. Our most recent FT hire, Dr. Grant Gardner, is an expert in assessment who is both working closely with campus assessment leaders to develop externally funded model assessment instruments and participating in a number of departmental grant submissions. Another, Heather Vance-Chalcraft, serves as outreach coordinator for the North Carolina Center for Biodiversity. Two long-serving FT faculty members without terminal degrees were lost in the 2009 cuts. At present, departmental leadership is highly satisfied with the FT faculty and encouraged by trends in hiring and promotion of the TT faculty.

4.3 Visiting, Part-Time and Other Faculty

The Department’s part-time and visiting faculty have been involved in various levels of graduate and undergraduate teaching and the Department is increasingly utilizing such teaching resources and

43 opportunities in a strategic manner. Most notably, finishing PhD students are being provided lecturing opportunities in introductory (e.g. General Biology, Environmental Biology) and sophomore undergraduate courses as a complement to the formal training in pedagogy and mentoring that they are beginning to receive. At the same time, these instructional opportunities provide an additional source of support for PhD students and enable the Department to reduce some class sizes in a cost-effective manner, with the goal of increasing undergraduate retention. Some PhD student teaching is taking place in a DE context (BIOL2130, 2131), providing less common, marketable skills. Post-docs (e.g. Michele Pierotti, Cliff Ruehl) are also undertaking some teaching with the goal of obtaining marketable skills and experience. The Department welcomes both international and domestic visiting faculty and some of these have participated in classroom teaching. For example, visiting professors Dan Baird (South Africa, 2003) and Victor Camacho- Ibar (Mexico, 2008) co-taught Global Issues in Coastal Ecology (BIOL 6860) with Dr. R. Christian. Dr. Camacho-Ibar also taught Marine Community Ecology (BIOL 5270) in 2009. Dr. Alejandro Yañez-Arancibia, River Chair Professor for International Affairs (2010-11) has collaborated with Dr. E. Reyes since last August and is co-teaching Ecological Effects of Climate Change (BIOL4320) with Reyes this spring. We have also made use of the expertise of faculty from other units who are interested in teaching Biology. In 2008, Dr. Alexander Sabelnikov taught BIOL 6110-Bioterrorism. Dr. Charles Boklage of the Brody School of Medicine has taught Medical Genetics (BIOL4040) for many years. Two post-docs from the Brody School of Medicine, Dr. Jarett Whelan and Dr. Eric Anderson, are leading courses formerly taught in part by recently departed faculty member Tom McConnell, while we await a search for Dr. McConnell’s replacement. We have lately recruited finishing PhD students and post-docs from nearby institutions (e.g. Duke, UNC Chapel Hill) to teach part-time where needed in the fall/spring or to teach summer courses. We hope that this will encourage intellectual exchange and promote our programs in the region. Dr. Tyrell Carr, who is African American and thus also adds diversity, has been teaching Genetics as well as Principles of Biology and Laboratory I. Dr. Dylan Burge recently taught a summer course in Field Botany. We have sometimes hired faculty from nearby undergraduate institutions to help us cover unexpected, short-term teaching needs at the introductory non-majors level but are moving away from this practice. Faculty from nearby (and sometimes distant) institutions regularly participate in graduate committees, and our faculty reciprocate. For example, there are currently faculty members from NC State and UNC Chapel Hill on Biology graduate committees, as well as from more distant institutions such as the University of Ottawa and Georgia State.

4.4 Advising

Undergraduate: All incoming students, including transfer students, are assigned an advisor at the University Advising Center in their first semester. Freshmen students are advised in the advising center until they declare their Biology or Biochemistry major. Normally, that occurs in their sophomore year when they have completed two CHEM courses and received a 2.0 GPA in all science coursework. Transfer students can declare their major after completing at least one semester and a CHEM course, and maintaining a 2.0 GPA. In addition to the Advising Center, one faculty member has been given partial release time to serve as the Biology Advisor. In the past several years, Dr. Lee Sutton has served in this capacity. Dr. Sutton holds office hours several days per week for drop-in advising.

44 When they declare their major, BS Biology students are assigned an advisor from among the Biology faculty. BS Biochemistry majors are assigned to a subset of these faculty members. In the semester before they graduate, students are contacted to complete a Senior Summary with the Biology Advisor or the Director of Undergraduate Studies, Dr. Mary Farwell. The senior summary serves as an official document that is forwarded to the Registrar’s office for verification to serve as a record of the credits remaining to complete the degree.

Graduate: The student’s thesis/dissertation mentor, members of the thesis/dissertation committee, and the Department’s Director of Graduate Studies play the greatest roles in graduate student advising. The research mentor is initially selected during the application process to assure a match between the student’s research interests and faculty expertise, and to ascertain the availability of research opportunities and support. Following arrival on campus, each student meets with Director of Graduate studies to plan the semester’s curriculum, and annually thereafter at a minimum. Students are advised by their mentors and committee members as frequently as desired by the student, and are required to participate in an annual review with their mentor to assess progress toward their degree and discuss other relevant issues.

4.5 Faculty Quality

Overall quality of the faculty is assessed largely through external measures such as peer-reviewed publications, external research grants and external teaching grants. Institutional and external awards also provide useful measures, as do teaching productivity (number of courses, SCH, new course development) and graduate student success. With the replacement of retiring faculty members, some with very active research programs and others not, by consistently research active junior faculty the research performance of the Department is trending upward. Moreover, strong cores of faculty in strategic areas and improved start-up packages have facilitated recruitment of first rate candidates. The table below summarizes such measures, excluding those discussed in detail elsewhere, such as SCH productivity. Summarizing seven years, these data do not always reflect more recent patterns accurately. In particular, with growing numbers of graduate students (especially PhD) and a relatively static faculty, the number of theses and dissertations being supervised is increasing.

45 Table Showing Measures of Faculty Quality for The Review Period (2003-4 through 2009-10, mainly from Sedona data base).

Number per TT Faculty Number Indicator of Faculty Quality Member per Year Journal Articles 458 2.34 Proceedings 134 0.68 Books 6 - Chapters 46 0.234 Presentations 502 2.56 Awards/ Distinctions 47 - External Grants (Partial Count) 114 0.58 Patents 6 - Professional Service Activities (e.g. ms reviews) 994 5.1 Institutional Service Activities (e.g. committees) 1005 5.13 Community Service/ Outreach Activities (e.g. science fairs, talks) 153 0.78 Number of Theses/Dissertations 221 1.13 Supervised (including in progress) Thesis/ Dissertation Committee Memberships (minimal count, including in 578 2.95 progress) Courses Redesigned or Developed 103 0.53

Individual faculty quality is assessed using a departmental performance-rating instrument, the Biology Annual Faculty Evaluation Report (BAFER; revised in 2010). BAFER serves a dual purpose by 1) identifying a faculty member’s goals in any academic year, and 2) providing a quantitative summary of their annual accomplishments. Effort allocation towards teaching, research, and service—arranged between the chair and each faculty member at the year’s onset—generally emphasizes teaching (e.g., 60%, 20%, 20%) or research (30%, 50%, 20%). FT faculty members carry higher teaching allocations (almost invariably >50%, usually much more), whereas tenure-track faculty typically have ≥50% research allocations. Points earned within performance (teaching, research, service) categories are adjusted as a function of percentage allocations to yield an overall performance score. Category points are commensurate with contribution level and qualitative impact. For example, the research category gauges performance in grant activity, publications, and graduate training. A grant funded at the state level is worth 15 points whereas national-level awards earn 30-40 points. Similarly, publishing in a field-specific journal (e.g., Estuaries) yields fewer points (25) than more broadly based (Ecology, 35 pts.) or top-tier international journals (Nature, 45 pts.). The BAFER, revised extensively in 2010, allows the chair to determine whether a faculty member has achieved proposed goals and provides an objective metric with which to rank faculty performance. BAFER scores are used to assess merit and allocate salary increases.

46 4.6 Faculty Distribution

The Department of Biology aspires to lead the main (East) ECU campus in development as a research university and our workloads are structured with that goal in mind. Nevertheless, such aspirations must be balanced with the need to train large numbers of Biology majors, non-major introductory students, and non-major aspiring nursing and allied health students. The typical teaching responsibilities of a research-active tenure-track faculty member, i.e. one with multiple graduate students (usually including one or more PhD students) and a track record of external funding, are two courses or equivalents in one semester and one in the other semester. The two-course expectation may be met with two lectures, a lecture and a laboratory or discussion, or a large lecture course (at least 100 students but typically 175- 250). This teaching load, together with service on graduate student committees and related activities (but excluding supervision of one’s own students), is expected to account for approximately 30% of the time and effort of the faculty member. The majority of effort (50+%) is allocated to research—conducting it, supervising research students, publishing, presenting and writing grants, and the remainder (20% of effort/time) is typically allocated to service, including professional service. With ECU’s strong tradition of shared governance and four major departmental standing committees, campus service loads are significant. The Department has achieved these loads for tenure-track faculty members while maintaining SCH productivity by allocating a significant number of positions to FT faculty members. These faculty members are expected to carry a heavier teaching load of 3-4 course equivalents per term, with slightly lower loads for those who, for example, coordinate a large laboratory, take a lead role in the advising of undeclared students, or assume some similar responsibility. FT faculty members have much reduced research expectations, negotiated with the chair, and variable but reduced service expectations, again negotiated with the chair. Those wishing to pursue advancement of title are expected to pursue grants and publish either pedagogical or disciplinary research, though expectations are lower than for tenure- track faculty. In fall 2010 the Department of Biology had six open positions and is presently in the first year of a two-year plan to fill these positions (recently interrupted by a hiring freeze). When/if this effort is completed, the Department will have approximately equal numbers of faculty in the main strategic foci of coastal ecology (four of these are joint appointments with ICSP), biodiversity, and molecular/cell biology and biotechnology. Note that several of the biodiversity faculty members use mainly molecular approaches and almost all use them to some extent; thus more than half the faculty are to some degree molecular biologists. Members of the office staff have well-defined duties, but these have increased with growing external funding and more stringent rules on reporting, effort-accounting, etc., and some growth in the office staff will soon be needed. Technical staff vary in their allocation of time to teaching support or research support, but most do some of each. As ECU Biology continues to develop as a research department, additional laboratory coordination and technical staff are needed, particularly in the areas of bioinformatics and genomics, strategic priorities for the Department over the next several years. Additional staff support will also be needed for the teaching of, and lab coordination of, introductory biology and anatomy, especially to aspiring nurses.

47 V. RESOURCES

5.1 Budget

Table Showing Annual Income from State Budget Line and F&A (aka Overhead) on External Grants— Biology receives 10% of such income from Biology faculty grants, 5% for faculty with joint appointments.

Year State Budget F&A 2003-4 $339,428 data not available 2004-5 $356,428 data not available 2005-6 $347,124 data not available 2006-7 $347,124 $44676 2007-8 $347,124 $38532 2008-9 $334,113* $40696 2009-10 $334,113 $44012 *$29,379 was taken back by the state during the 2009 fiscal crisis after being transferred to our accounts. A similar amount, $32,968, is “reverting” to the state in 2010-11.

The two main sources of income for the Department are the state budget line from THCAS and F&A receipts from grants. As is clearly evident, state funds have been generally flat or declining even as the student population has expanded and research expectations have increased. Modest additional funds are available through income from lab manuals used in the Department, several of which are authored in whole or in part by our faculty members, and from advancement. We have been aggressively pursuing both such sources of income in recent years. For example $20,000 was raised from alumni and others toward the naming of an ecology laboratory in honor of two retiring Distinguished Professors; these funds will be used for graduate student scholarships. A new Microbiology laboratory manual is almost completed that will generate income for teaching in that area and for the Department. Nevertheless, the failure of our budget simply to stay constant, even as student numbers have increased and biological methods have become more technology-intensive and expensive, has negatively affected our ability to train students in current methods. The faculty has attempted to counteract this issue by pursuing external funding for equipment and curricular work, finding some success with both the North Carolina Biotechnology Center (NCBC) and NSF, among other agencies.

5.2 Space

Scope: Biology currently occupies the majority of the North and South towers of Howell Science Complex in addition to space in the Flanagan, Science and Technology, and Ragsdale buildings. Approximate space usage by function in Howell is: office (faculty/staff/graduate students) 9757 sq ft; research 28352 sq ft; classrooms (including three conference rooms) 6415 sq ft; teaching laboratories (including one ECU computer lab) 6162 sq ft; and support (including storage, cold rooms, instrumentation/equipment) 3424 sq ft. Approximate space usage in the Flanagan building is: office 634 sq ft; research 2437 sq ft; teaching laboratories 8038 sq ft; and support 629 sq ft. Approximate use in the

48 Science and Technology building is: offices 429 sq ft; teaching laboratories 12029 sq ft; and support 683 sq ft. Space in Ragsdale of approximately 1408 sq ft is utilized exclusively for research.

Quality: Because of age and deteriorated condition, Howell Science does not meet the needs of a modern research-oriented department. Lack of space has forced Biology to move a number of teaching labs and faculty offices to other campus locations. Large-scale repair and refitting to maintain the basic structure (e.g., roof, elevators, HVAC) constantly disrupt research and teaching functions. Lecture rooms are inadequate due to limited seating, seating arrangements, poor sight lines, substandard AV, and inability to control lighting. Most research laboratories in Howell were modified from teaching labs as inexpensively as possible and new tenure-track faculty members, or the Department, are often forced to utilize start-up funds to modify poorly suited research spaces. In a recent faculty/staff survey, 50% of respondents considered research space inadequate and also found lab spaces outdated, inefficient and of poor design, as well as unsafe. Research spaces are also considered inadequate and of low quality due to inconsistently operable fume hoods, lack of distilled water altogether or of inconsistent quality, poor storage, and inadequate regular electrical and emergency power. Other issues have included lack of needed computing power for informatics (a need very recently addressed), mold growth, plumbing and roof leaks. The greenhouse facility, a resource critically needed by a number of faculty members with active research programs in plant development, genetics and systematics, is outdated, poorly functioning and limited in size. Because three junior faculty members have recently been hired who work in plant genetics and biotechnology, this problem has become particularly pressing. Indeed, we are seriously concerned about the department’s ability to provide adequate research resources for these talented young faculty members as they pursue tenure. Howell Science is also not currently meeting our teaching needs. In addition to problems with lecture rooms noted above, teaching labs are also outdated and deficient due to limited seating, overcrowding, lack of support equipment/ storage space, and limited or lacking accessibility to digital media. Movement of several teaching labs and faculty offices to other campus locations has helped but has dispersed the Department. Currently, there is no space in Howell for community/collaboration interaction and minimal space for impromptu faculty or graduate student interaction outside of hallways. All of the above impact the quality of the educational and occupational experience of students, faculty, and staff.

Need projections: Current ECU enrollment projections could double the number of Biology undergraduates to 944 and increase graduate students to 149 by 2015. Due to this growth it is estimated that Biology and Physics together will need approximately 4 additional 50-100 seat lecture classrooms and a large 250 seat lecture hall. Current “Smart” classrooms and teaching laboratories will also require additional technological enhancements to facilitate instruction as well as DE and videoconferencing. In response to predicted increases in instructional needs and Biology’s growing research efforts the current strategic plan estimates 11 new tenure-track hires over the next 5 years; 6 positions over the next two years with possibly one new position per year in addition. This will necessitate additional new faculty research laboratories as well as office space. According to priorities set forth in the Biology strategic plan a research focus will be in Bioinformatics and Genomics, in which we will pursue one or more faculty hires. This initiative will require establishment of a strengthened Genomics Core Facility with campus-wide infrastructure that can be achieved through a multi-department collaborative effort. A second priority is further development of the North Carolina Center for Biodiversity (NCCB), which will also involve new hires and a commitment to establishment of a needed multiuser laboratory to

49 support imaging and computational aspects of biodiversity research and training as well as facilities for specimens/collections storage. A third research focus will continue renewal and strengthening of Biology’s internationally recognized program in wetlands and coastal ecology requiring additional laboratory/office space as well as suitable storage for gear/research/specimens. Other space deficiencies in Howell that will need to be addressed as a result of projected departmental growth include a replacement greenhouse (a now critical need) to provide space for research and collections for teaching; other controlled growth facilities e.g., housing small mammals, walk-in hot room/cold-rooms with lighting/temperature control; molecular/genomics sequencing and common lab equipment (freezers, centrifuges, autoclave); additional labs for aquatic research, environmental research/teaching, and molecular ecology/systematics; meeting space with centralized computational resources; and graduate student office space.

5.3 Technical Equipment/Support

Facilities currently supporting departmental research in the Howell Science Complex include: 1) a Central Environmental Laboratory (CEL), which houses equipment for analysis of water, plant, soil, and tissue samples; 2) Life Science Imaging Core (LSICF), with transmission and scanning electron microscopes, a confocal microscope, and equipment for thin and ultrathin sectioning; 3) Genomics Core Facility (GCF), with an automated DNA sequencer; 4) Cell Culture Core Laboratory (CCC); and 5) Climate-controlled Greenhouse (GH). A High Performance Computing Cluster was recently awarded to the Department of Biology but will be hosted by Information Technology. Howell contains some reasonably up-to-date animal care and aquarium facilities. Additional specialized equipment, e.g., a Roche 454 next generation sequencer, is available through the Brody School of Medicine. Experiments involving long-term ecological research are conducted routinely at ECU’s West Research Campus, and the Palmetto Peartree Preserve (Tyrell County), encompassing extensive coastline and natural areas, is expected to soon be available for research in ecology and biodiversity. The Department has access to a vessel fleet for riverine, estuarine, and ocean-based fieldwork. The Directors of the five Department of Biology Core Facilities have recently (Jan. 2011) conducted a survey of all departmental faculty and staff to assess core facility use and user satisfaction, and obtain guidance about the expansion of services and facilities. For each facility the survey included a series of four questions that allowed scaled responses, one question that presented a series of options regarding new services, and a general comments section. Overall, the results of the survey were very positive. Conservatively, more than 75% of the faculty and staff completed the survey, which was voluntary. In response to a scaled question about their frequency of core facility use, from 13% to 30% responded that they used the various cores frequently or very frequently. The GCF enjoyed the highest frequency of use at 30% in the combined frequently/very frequently used categories while other core facilities scored from 19% for the CEL, to 17.5% for the LSICF, 15% for the GH and 13% for the CCC. From about ½ to ¾ of the respondents reported that they did not use one or the other of the core facilities, with the highest percentage of non-users reported for the CCC (75% non-users) and the lowest percentage of non-users for the LSICF followed closely by the GCF, GH and CEL at 44%, 52%, 67% and 69%, respectively. Clearly, all the facilities are used by the faculty, likely in accordance with their areas of interest and, while none of the facilities are used universally, some have a relatively broad user base, indicative that these facilities contribute significantly to the research and teaching activities of the Department.

50 When asked about their satisfaction with the service provided by each of the core facilities, the responses were very complimentary. Generally over 50% of respondents were satisfied or very satisfied with the service provided. The LSCIF and GCF scored at about 90% in these categories and even the lowest score was at 50% for the combined satisfied/very satisfied categories. None of the users were dissatisfied with the service provided by the LSCIF, GCF, or CEL and only 9% were dissatisfied with the service provided by the CCC. However, 29% of the GH users were dissatisfied with the service provided although none were very dissatisfied. In response to a question concerning their satisfaction with their interactions with Core Facility personnel, the results parallel the level of satisfaction with service provided by the facilities. In this case, the LSCIF and GCF scored at 100% for the combined satisfied/very satisfied categories while the other cores scored between 70% and 80% for these combined categories. None of the users were dissatisfied with their interactions with any of the Core Facility personnel, which suggests that while some users are dissatisfied with the service provided this is not a reflection of the personnel who operate the cores. When asked whether they thought that the services provided by specific cores should be expanded from 50% to 70% of the respondents said yes, with about 20% or more responding maybe and almost no one responding no for any of the cores. When offered to select from a list of new services generated by the core facility directors and staff that they might like to see, the single most popular choice was for Quantitative Real Time PCR in the Genomics Core. The second most popular choice was replacing the greenhouse! Other favored items were a Stable Isotope Mass Spectrophotometer for the CEL and High Speed Imaging for the LSICF. When asked about their general comments regarding departmental core facilities, a number of respondents recommended seminars/presentations by core facility personnel as a way to better understand the services offered by specific cores. Another sentiment that was expressed in the general comments section was that the cores should be upgraded generally and specifically to make them more competitive with similar core facilities at research-active universities elsewhere. In summary the core facilities clearly provide valuable, extensively used services that are compromised by Howell’s poor condition. Indeed, the clearest need is for a dramatically improved, or preferably replaced, greenhouse. Provision of Quantitative Real Time PCR and certain other services would clearly be well received by the faculty. The faculty was not specifically asked about “next generation” sequencing services, but there appears to be a widely held sentiment that improved access to Illumina sequencing, whether within Biology or through other arrangements, would be desirable.

5.4 Library Support

Library support is generally adequate (though no more than that) although there has been some attrition of journal subscriptions and this must be watched carefully. Some journals are not available online and access to archived journals is sometimes limited. Science pedagogy holdings are not always adequate. Book holdings are in some areas sparse.

51 VI. ASSESSMENT OF OUTCOMES/FACULTY EXPECTATIONS

6.1 What are the unit program values of the faculty, that is, the knowledge, skills, and other attributes faculty expect their graduates to attain?

Undergraduate: Beside content knowledge as reflected in the learning outcomes assessment, Biology faculty want to ensure our students are able to think critically, understand how to carry out a scientific experiment and communicate scientific content. Our outcomes assessment measures have captured most of these expectations. See 6.4.

Graduate: The fundamental expectations of the Faculty are to: a) demonstrate an understanding of how to do science, including conceptualization of a research problem, delineation of hypotheses and articulation of the experimental design, analysis and interpretation of findings, and integration of the significant results into the larger issues of the field; b) develop and strengthen creative and integrative thinking; c) learn the unity of science and its disciplines; d) develop the knowledge and expertise in a chosen area of biology necessary to be competitive in the local, state, and national job markets; and e) demonstrate clear and effective oral and written communication in public and professional settings.

6.2 How well is the program achieving faculty expectations?

Undergraduate: Results for content knowledge are discussed in detail below. At present, we have only very limited data to assess our performance regarding skill-oriented goals such as scientific communication (but the limited data here are encouraging; see 6.4.2) or how to conduct a scientific experiment, as we have just begun to assess these goals. However, we have worked to add more writing- intensive (WI) courses to the curriculum, and with the additional of several 4000-level courses that require presentations from the students, we believe that we are moving in the right direction to build scientific communication skills. Our program traditionally has had, and continues to have, a large number of laboratory courses at both the upper and lower level and there is a high level of participation in undergraduate research; thus we anticipate that the scientific experiment goal is achievable with our current curriculum in place. Nevertheless, the increased predictability associated with more structured upper level tracks, currently being considered, may provide additional assurance that essential skills are being developed. Curriculum changes in the core are being designed to reinforce these skills.

Graduate: The faculty consensus is that the expectations are being satisfactorily addressed, but nearly all could be improved upon.

6.3 What changes should be made in the program so that it can better achieve faculty expectations? What ongoing process does the unit utilize to promote quality enhancement?

Undergraduate: One of our major objectives is to make changes in the curriculum to provide more chances for students to practice and achieve curricular goals. Our self-examination process is ongoing, and the majority of the faculty is very interested in asking whether or not our curriculum is working for our students. In 2009-10, we researched several Biology curricula from other programs to critically examine ours and determine how it could be improved. Overall it showed that our program is rigorous,

52 with two semesters of physics, two semesters of calculus and two semesters of organic chemistry required for all students. Many programs require fewer of these cognate courses. In addition, the review revealed that our curriculum is one of the more unstructured in terms of required upper level biology courses, among BS Biology degree programs. This information has jump-started our curriculum revision process that we hope to complete in 2010-11. Finally, we have a commitment to student-centered or active learning that we adopted about seven years ago with the hire of a FT faculty member, Heather Vance-Chalcraft, to fill the role of science education specialist in Biology. She has been so successful that in 09-10 we hired another fixed-term faculty member, Grant Gardner, to continue to support teaching and curriculum quality, including helping both graduate students and faculty improve their teaching methods.

Graduate: The following recommendations have been made by the faculty in surveys and other contexts: a) create an environment that is positive and stimulating yet emphasizes frequent and timely critical review of performance; b) emphasize the scholarly and intellectual development of the student in addition to student productivity in the form of grant proposals and publications; c) implement a more structured advising for curriculum earlier (to avoid the fait accompli phenomenon), including updating with mentor and committee; d) increase emphasis on commitment to the program (as opposed to, for example, off campus interests or employment) and exploiting all available opportunities to expand scholarship and professional experience. In response to these concerns several measures have been implemented or are being considered. Concerning (a) and (b), we have established a student seminar series that emphasizes on-going research that is attended by student peers and faculty. We have also established concentration-specific discussion groups of faculty and students that meet on a regular basis throughout the academic year to critically evaluate current literature. With regard to (c), timetables for both Masters’ and PhD students have been developed to formalize the advising process at the level of the graduate director, thesis/dissertation mentor, and the thesis/dissertation committee. To address (d), we are working on ways to increase the Masters’ Student Teaching Assistantship stipend. Salary concerns detract from the learning environment through the added stress of the accumulation of debt, or by reducing the time available for participation in the graduate program when students seek employment outside of the University. Increasing the stipend would also help attract a higher caliber of student, which in turn would help mitigate concerns about overall program quality and competitiveness of our graduates at local, state, and national levels. The approach under consideration for increasing the MS stipend is to reduce the total number of Teaching Assistantships funded without compromising teaching or research needs. This could be accomplished by assessing the undergraduate curriculum to determine which existing labs could be modified, or eliminated, without jeopardizing the quality of the undergraduate learning experience. As a consequence of policies established by Grants and Contracts tuition support for MS students on federal grants has been prohibited. The lack of a university tuition remission policy and the inability to fund MS student tuition on grants presents certain limitations on student recruitment.

53 6.4 Assessment Reports

6.4.1 What outcomes were scheduled to be assessed during the present reporting period? What outcomes were actually assessed?

Undergraduate: Our assessment outcomes in fall 2003 were “understanding the principles of organismal biology, evolutionary theory, ecology, cellular biology, molecular biology and genetics.” We employed a course-embedded assessment (pre-post) in all our core courses (BIOL 1100, 1200, 2250, and 2300) and used the Major Field Test in Biology (MFTB) as an alternate assessment exam. Additionally, we added a course, BIOL 4999, that served as a means to administer the exam. The BS Biochemistry outcomes during the same period were “understanding the principles of biochemistry, cellular biology, molecular biology and genetics.” We employed the same course- embedded assessment procedure used for Biology majors but replaced BIOL 2250 with 3310 (Cell Physiology). In addition, we used the American Chemical Society (ACS) biochemistry examination as a standardized assessment exam. In Fall 2004 we restricted assessment to the MFTB and ACS exams and, to replace the course- embedded pretest, we wrote our own pretest and administered it in all the BIOL 1100 sections. In 2008 we changed the outcomes to include some strategic planning outcomes, rolled the content outcomes into one, and added two other program outcomes. These outcomes for both BS Biology and BS Biochemistry became: Program Recruitment, Education/Employment, Effective Communication, Scientific Experimentation, and Improvement in various subject areas (for BS Biology) and Knowledge of Biochemistry (for BS Biochemistry). We continued to assess the content areas by the MFTB and the ACS exam, and we added a rubric for scientific presentations that we used for both freshman and senior-level presentations (for the Effective Communication outcome). We are using the senior exit survey to assess job placement, and we plan to add a question on that survey to assess student competence in experimentation. Starting in 2009 the fraction of students taking the MFTB climbed over 50% of the graduating class, reflecting a culture change and the fact that the catalog for students entering Fall 2007 stated that a standardized exam was required.

Graduate: The most recent prior assessment of the Biology Department’s graduate programs was undertaken in 1999, prior to the Department’s full involvement in doctoral training, and covered a 5- year period (1994-95 to 1998-99). The performance measures of graduate students thus deal only with Masters’ students, and the data focus on numbers of students graduating per year, time to degree, and number of publications. A brief narrative considered job placement of the MS graduates. A comparison of these data with those collected as part of this report is given below, using a similar time period for the most recently collected data. The Graduate Programs Assessment Strategy was revised in 2008-09, and the outcomes to be evaluated during that time are listed in the table below.

54 Table of Graduate Program Assessment Goals

Learning Goal Measured Objective Gain expertise appropriate for professional employment Scholarship Problem Solving and Critical Thinking Integration and Synthesis of Information Technical Expertise Understand the research process Implementation of the scientific method Analysis and interpretation of data Maintain a functional relationship with mentor Collaborative Effort Enhance our understanding of the natural world Publish research findings Communicate clearly and effectively Demonstrate ability to write and speak well SOIS feedback; peer review of teaching; annual student-mentor, mentor-student Understand ethics intrinsic to research and teaching evaluation

6.4.2 What data were collected? Summarize findings for these data.

Undergraduate: Representative data collected from the course-embedded assessments from 2003 is shown in the table below. These are the percentage increases from pre- to post- in all courses in which course-embedded assessment was carried out. In general, students scored 25-35% mean percent correct on the pretest, and at least 50% on the posttest in all areas, giving the percentage point increases shown. However, with change of instructors, it was difficult to sustain course-embedded assessment.

Data from Course-Embedded Assessments

Course Percentage Points Increase (pre- to post-test) Spring 2003 Fall 2003 BIOL 1100 22 NA BIOL 1200 37 22 BIOL 2300 35 NA BIOL 2250 43 37 BIOL 3310 40 NA

55 Representative data (from 2007) collected from the pretest and MFTB are shown in Figure 1. We consistently see a mean of 25-30% percent correct in all areas on the pre-test, and mean of 50% correct on the Major Field Test in Biology. Biochemistry majors score between 38-50% correct on the American Chemical Society (ACS) exam.

The more recent outcome of “Education/Employment”, Program Recruitment is assessed from the graduating senior survey. These results, shown below, indicate that our majors are more likely to go to graduate or professional school than other ECU students (44% vs. 17% average over three years). They are also less likely to be seeking employment than the other ECU students (18% vs. 29% average over three years). In summary, the BS Biology and BS Biochemistry graduates are much more likely to be employed or in school than other ECU graduates.

56 Education/Employment Data from Graduating Senior Survey

Question Percent of Responses 06-07 07-08 08-09 Year Biology ECU Biology ECU Biology ECU I don't know yet 11.3 13.4 13.7 13.3 10.7 11.1 I have accepted a job 2.1 12.9 5.9 16.4 1.8 6.8 I plan to continue in my current 1.0 3.8 0 4.3 3.6 5.4 position I will be employed, full-time paid NA NA 7.1 13.7 I will be employed, part-time paid NA NA 1.8 0.5 I will be going to a graduate or 47.4 17.6 39.2 16.6 46.4 17.1 professional school full-time next year I will be going to a graduate or 5.2 4.8 7.8 6.1 1.8 6.2 professional school part-time and working part-time I will take more undergraduate 1.0 1.4 2.0 1.1 7.1 1.1 courses I am still seeking employment 27.8 34.7 15.7 33.4 12.5 27.6 I am not currently seeking 0 3.4 5.9 2.8 1.8 2.8 employment and do not plan to attend school next year I am entering military service 2.1 1.4 2.0 1.1 0 1.7 Other 2.1 6.7 7.8 5.0 3 6.1 N= 98 54 58 In school or employed 58.8 41.9 56.9 45.6 69.6 52.5

Finally, “Effective Communication” was assessed in 2009-2010. That showed that our seniors increased to 17.5/20 vs. the freshman average of 10.1/20 total points.

57 Graduate: Assessment outcomes are summarized in the tables below.

Number of Graduates (“Students) and the Average Time to Graduation

Number of Year Students Mean StdDev 1994 22 3.45 1.14 1995 13 3.77 1.54 1996 22 3.77 1.66 1997 25 3.8 1.15 1998 22 4.09 2.47

2004 13 2.82 1.01 2005 21 1.98 0.98 2006 18 2.55 0.74 2007 17 2.58 0.62 2008 11 1.93 0.31

Number of Students Publishing

Number of Students Cohort Year Publishing 1994 8 1995 7 1996 4 1997 13 1998 22

2004 9 2005 10 2006 15 2007 8 2008 14

Since the previous study, the magnitude of the time to degree has decreased to about one-half of the average during 1994-1999, while the number of students graduating per year has decreased slightly. The number of students publishing among the two time periods is similar, with the exception of 1998.

58 Table of Graduate Program Assessment Outcomes

Objectives Assessment Assessment Performance Goals Outcome Instruments Methods A. Scholarship A.1 Thesis proposal A.1. Proposal A.1. 100% A.1. 100 % judged as acceptable judged as A.2. SOIS scores ≥ following revisions. A.2. Graduate acceptable, or University norm A.2. Fall 2009: GTA scores ≥ Teaching Assistant revised and University (GTA) resubmitted as Spring 2010: GTA average necessary scores ≥ University, but GTA A.2. SOIS median scores were lower than University (96 vs 102) B. Problem solving B. Thesis Seminar B. Evaluation rubric B. Rubric score B. MS Biology students average and critical thinking completed by ≥ to 90% was less than goal (86.9%); MS Thesis Committee Molecular Biology/Biotech met goal (93.1%) C. Integration & C. Thesis defense C. Evaluation rubric C. Rubric score C. MS Biology students average synthesis of completed by ≥ to 90% was less than goal (87.5%); MS information from Thesis Committee Molecular Biology/Biotech met sources within goal (92.3%) primary field and from cognate disciplines D. Technical D. Graduate Scholarship: Item Exit Survey scores MS Biology: did not meet goal expertise Student Exit Survey A4, C1 Critical ≥ 80% positive for “accurate information about Thinking: C2 degree requirements and course Technical sequencing” (77.8%). Expertise: C3 MS Molecular Biology/Biotech: did not meet goal for (a) “Set high expectations for learning” (66.7%), and (b) “Encourage you to devote sufficient time & energy to coursework” (33.3%)

59

Objectives Assessment Assessment Methods Performance Outcomes Instruments Goals A. Demonstrate A.1. Same A.1. Same as above A.1. 100% Thesis Proposal: 100 % judged ability to properly instruments (A-C) as (Strategic Goal I) as acceptable following utilize the scientific with Goal I. with regard to all revisions. method, and an procedures involving Thesis Seminar: understanding of the thesis MS Biology students average experimental design was less than goal (86.9%); MS and data analysis. Molecular Biology/Biotech met goal (93.1%) Thesis Defense: MS Biology students average was less than goal (87.5%); MS Molecular Biology/Biotech met goal (92.3%)

A.2. Graduate A.2. Item C 2 A.2. OIA MS Biology: did not meet goal Student Exit Survey scores for “accurate information about ≥ 80% positive degree requirements and course sequencing” (77.8%).

MS Molecular Biology/Biotech: did not meet goal for (a) “Set high expectations for learning” (66.7%), and (b) “Encourage you to devote sufficient time & energy to coursework” (33.3%) B. Develop and B. Annual Mentor- B. Compliance B. 100% Compliance = 85%. maintain a functional Student Evaluation relationship with a mentor.

C. Participate in C. Graduate Student C. Item A 7 C. Exit Survey Same as A.2. above collaborative effort Exit Survey scores toward a common ≥ 80% positive goal

60

Objectives Assessment Assessment Methods Performance Outcomes Instruments Goals Produce a lasting A. Thesis or A. Thesis / A. 100% A. Average percent graduation product reflecting Dissertation Dissertation graduation for MS BIOL = 85.1%; MS the professional B. Produce a peer- contributed to MBBT= 71.5% training received and reviewed publication University Library B. at least 1 research findings in a professional B. Peer review peer-reviewed B. forum Process publication

Demonstrate ability A. Same instruments A.. Same as above (I) B. MS Biology students average to write and speak (A-C) as with Goal with regard to all B. Rubric score was less than goal (87.5%); MS well I. procedures involving ≥ to 90% Molecular Biology/Biotech met B. Oral or poster the thesis goal (92.3%) presentation at B. Mentor / thesis C. Rubric score C. MS Biology students average professional committee review ≥ to 90% was less than goal (87.5%); MS meetings C. Oral presentation Molecular Biology/Biotech met C. 6880 evaluation rubric D. Exit Survey goal (92.3%) D. Graduate Student D. Item A 5, C 2 scores D. met goal Evaluation E. SOIS ≥ 80% positive E. Graduate Teaching Assistant

6.4.3 What did the unit program administration and the faculty learn about the program and/or the students from the analysis of the data? What areas of concern have emerged from the assessment?

Undergraduate: The faculty and chair were pleased that students are substantially increasing their knowledge in all subject areas from pre- to post-test. Consistency in the data (over ~ 8 years, students have routinely scored around 50%) shows that we are not increasing outcomes, which may simply be a function of the growth in the student population (see enrollment increases). The faculty has begun to realize that to increase outcomes, substantial changes in our program may be necessary.

Graduate: Students’ demonstrated scholarship, understanding of the scientific method, and problem solving ability generally met the high standards established. However, performance with regard to communication skills—oral and written—and the ability to synthesize and integrate indicates significant room for improvement with regard to these qualities. The percentage of Master’s students that publish in peer-reviewed journals is also considerably lower than desired. Nevertheless, available information suggests that the great majority of our MS students are successful in finding professional employment. The assessment of our doctoral (IDPBS) students has centered on the graduation success and rate, publications, and post-graduate placement. All of these metrics are highly favorable (see 3.3, 3.6).

61 6.4.4 As a result of the assessment, what changes, if any, have the unit program administration and the faculty implemented or considered implementing to address areas of concern? How will the effectiveness of these changes be measured?

Undergraduate: One assessment indicator, organismal biology-plant, has consistently shown less than 40 mean percent correct. This information was the impetus to add an additional elective, Plant Biology, to the fall 2009 schedule. Other electives in this area, e.g., Plant Biotechnology, have also been added. We have also hired two new faculty members in the last two years with a focus on plants. In 2008-2009 our faculty initiated a serious discussion to examine the structure of our BS Biology curriculum. We gathered data in 2009-2010 by looking at biology curricula in similar institutions and determined that our program was one of the less structured in terms of required biology content. As a first step in addressing this issue, we are currently making changes in our core courses. One major change will be to add more sophomore-level courses that may eventually become core courses (Cell and Developmental Biology). We have decided to require at least one statistics course, given the unsatisfactory quantitative skills among our students (as shown by a consistent 50% analytical skills section on the MFTB). Another step may be to implement mandatory tracks that will allow students to specialize in a specific area of Biology by taking a complementary set of courses; a breadth requirement would be integrated into each track. The BS Biochemistry students have consistently scored < 50% on the ACS exam, which may reflect the fact that for the ACS biochemistry exam, the 1992 version and does not reflect the current BS Biochemistry curriculum. We will purchase the newest version for future testing.

Graduate: Communication skills could be improved by a) emphasizing greater proficiency at the level of the curriculum, b) increasing the number of reviewed speaking opportunities for graduate students, and c) strengthening existing review practices. With regard to a), some faculty have suggested making graduate courses more writing intensive. This is an option worthy of consideration, and is being implemented in a mandatory class for incoming MS students—Introduction to Research (BIOL 6880), in which peer-reviewed writing and speaking was expanded in 2009 and 2010 to assume a larger role in the class than in the past. The graduate-student run seminar programs mentioned above can also address option b), and implementation of a formal peer-review process for our Graduate Teaching Assistants is an example of option c). The assessment mechanisms for each of these options would be time-dependent evaluations of students enrolled in writing and /or speaking intensive courses or events, progressive improvements in the pertinent portions of the evaluations of the thesis and the thesis seminar, and improved student and faculty reviews of Graduate Teaching Assistant performance. Devising ways to increase the proportion of Masters’ students that publishes requires gathering some additional information, as both the student and the mentor need to be considered in resolving the issue. One potential contributing factor is timing. Master’s students near the end of their residency are routinely engaged in the competing activities of finishing their thesis and securing their next position. Thus there may be little or no hiatus between these two events and publishing the thesis becomes a secondary priority if it must be done after a student has moved on. Publishing should be facilitated by structuring the thesis in the format of a manuscript ready for submission, a practice we have encouraged for several years. In addition, providing an opportunity for the student to concentrate on just their thesis during their final semester by providing grant or scholarship support, or via reduced teaching obligations, may also be helpful. The new “Next Step Scholarships” may help in this regard.

62 6.4.5 What outcomes are being planned for assessment for the upcoming reporting period?

Undergraduate: No changes have been made; the assessment plan is the same as described above.

Graduate: We intend to retain the outcomes previously identified, and to adaptively alter methods and means of assessment to improve the evaluation process, rather than develop new outcomes.

6.4.6 If the program has had an external review in the past 7 years, summarize progress in achieving the Final Action Plan for the most recent review.

NA

VII. CURRENT RESEARCH/CREATIVE ACTIVITY

7.1 Current Research/Creative Activity

The Department’s 29 tenured/tenure-track faculty engage in active research that spans the discipline, with evident collective strengths in biodiversity, coastal ecology, and cell biology. Selected faculty representing these areas are profiled below, providing a broad-brush perspective on the department’s overall research performance. For example, Jason Bond and Kyle Summers’ contributions in biodiversity—stemming from well-funded, integrative research programs in evolutionary biology—are impressive in both content and quantity. Recipients consecutively of the University’s last two Five-Year Achievement Research Awards (Summers 2010, Bond 2011), Bond and Summers’ professional merits were underscored by extraordinary endorsements from prominent external reviewers. Rosemary Gillespie, Director of the Essig Museum of Entomology at UC Berkeley, said that Bond has “cemented his reputation in the scientific community as a leader in the area of arthropod systematics and biodiversity…and has pioneered new technologies and approaches, allowing novel insights into patterns and processes of species differentiation.” Summers received equally laudatory compliments, offered by Bernie Crespi (Simon Fraser University), who asserted Summers’ work on intragenomic conflict and cancer “set the stage for a resurgence of interest in the evolutionary biology of carcinogenesis, which is now leading to important clinical insights with direct implications for therapy… his work in these areas has profoundly changed the way that I think about these topics.” Bond’s recent paper on species delimitation (Systematic Biology 57:628–646) offers a cogent, integrative approach (incorporating niche modeling) to that age-old issue; it has received high praise and found wide usage among systematists. Summers has effectively established poison frogs (family Dendrobatidae) as a new model organism in evolutionary biology, addressing such varied topics as mimicry, sexual selection, parental care, and, most recently, monogamy (American Naturalist 175:436–446; see commentaries in Nature, ScienceNOW, etc.). The Department has long been recognized for its contributions in the area of Coastal Ecology, and four faculty members hold joint appointments with ECU’s Institute for Coastal Science and Policy. Distinguished Research Professor Bob Christian, currently President of the Estuarine Research Federation, is an internationally renowned ecosystem modeler who studies energy and nutrient flow in salt marshes and coastal lagoons worldwide. Much of his research has been funded through NSF’s U.S. Long-term Ecological Research (LTER) and International LTER programs. Associate professor Lisa

63 Clough, a marine benthic ecologist, currently serves as Integrated System Science Program Director of NSF’s Polar Program. Fisheries biologist Anthony Overton has just begun surveying menhaden populations in the Gulf of Mexico to assess possible effects of the Deepwater oil spill on embryonic and larval development. Funded by NSF’s RAPID program, Overton is collaborating with departmental faculty members Xiaoping Pan (biochemical toxicology), Baohong Zhang (cell biology), and Ed Stellwag (developmental genetics), who will combine Next Generation RNAseq and bioinformatics methods to explore molecular mechanisms underlying possible developmental defects in oil/dispersant- exposed fish. Their research was recently profiled on PBS (http://www.pbs.org/newshour/bb/environment/july-dec10/fish_12-31.html) and exemplifies the highly integrative collaborations that often take place within the Department. The Department’s established strengths in cell biology and, more recently, bioinformatics are being bolstered by high profile publications in these fields. Associate Professor Yong Zhu’s paper on membrane receptors provides a case in point: published in Comparative Biochemistry and Physiology – C Toxicology and Pharmacology (148:381–389), it was the journal’s top cited article 2008-2010. Assistant Professor Baohong Zhang has published a series of recent papers on micro RNAs ranking in the top 10 and 20 most downloaded articles, and one—Zhang et al. (2006) “Evidence that miRNAs are different from other RNAs” in Cellular and Molecular Life Sciences 63:246–254—that held the title of Most Downloaded Article in early 2007. Associate Professor John Stiller is well known for his research in eukaryotic phylogenomics, with ongoing work on the function and evolution of RNA polymerase II, and his co-initiation of the "Porphyra Genome Project" (Department of Energy's Joint Genomics Institute), as well as the "Porphyra Genome Research Coordinating Network (RCN)" are supported by NSF. Recent hire Ashley Egan augments our department’s growing expertise in phylogenomics with important contributions in comparative genomics in plants, particularly legumes (Systematic Biology, in press).

7.2 National Comparison

The Department demonstrates parity in the distribution of expertise to comparable institutions (see table below) though ECU has a notably large contingent of ecologists and evolutionary biologists, accounting for our recognized strengths in biodiversity. We appear to be underrepresented in the organismal category, but this term requires some clarification. Historically, “organismal” evoked expertise, particularly systematic experience, with specific taxonomic groups (e.g., vascular plants, birds, etc.) but can assume different contemporary connotations (e.g., insect physiologist). In the former respect, certain faculty would fall into two categories: e.g., Jason Bond is an evolutionary biologist with strong taxonomic expertise in arthropods; similarly much of Trip Lamb’s evolutionary research ultimately addresses the systematics and taxonomy of reptiles and amphibians.

64 Table Showing Comparative Distribution of Tenured/Tenure-Track Faculty Among Major Sub- Disciplines In Biology For ECU and Comparable Institutions. Values are percentages and [actual faculty counts].

Institution Ecology Evolution Molecular Organismal U. North Dakota 35 [6] 6 [1] 24 [4] 35 [6] U. Nevada Reno 21 [5] 29 [7] 37 [9] 13 [3] Western Michigan U. 21 [5] 9 [2] 61 [14] 9 [2] U. Wisconsin Milwaukee 19 [7] 8 [3] 57 [21] 16 [6] Virginia Commonwealth U. 25 [13] 29 [15] 35 [18] 11 [5] Wright State U. 28 [6] 19 [4] 43 [9] 10 [2] East Carolina U. 34 [12] 26 [9] 34 [12] 6 [2]

7.3 Interdisciplinary Projects

The Department’s two main pathways for interdisciplinary interactions include a dual appointment with other established programs and individual faculty participation in collaborative research. Currently, four faculty members share joint appointments with the Institute for Coastal Science and Policy (ICSP). ICSP is an interdisciplinary institute represented by several departments: Biology, Geological Sciences, Sociology, Anthropology and Sustainable Tourism. These faculty members engage in multiple cross- disciplinary research and graduate educational activities in the ICSP-associated Coastal Resource Management (CRM) PhD program. A second PhD program, the Interdisciplinary Program in Biological Sciences (IDPBS) program, is available to all Department of Biology faculty members. IDPBS is operated jointly with the Brody School of Medicine and allows Biology faculty to advise PhD students engaged in interdisciplinary research. Biology faculty member Dr. Terry West currently serves as director of the IDPBS program. In addition to formal agreements, many faculty members are engaged in research activity with faculty from other departments on an informal basis. A few examples are: Computational Biology—Huang, Zhang, Egan, Reyes, Stiller, others Biochemistry—Farwell, Pan, Putnam-Evans, others Biophysics—Georgakilas Ecological management and social sciences—Clough, Christian, Luczkovich, others Ecosystem biology (Chemistry, Geology)—Reyes, Christian, Schrenk, new hire Ardón At present, the need for interdisciplinary research is being met through the pathways described above. It has become commonplace within the Department, due in part to a supportive atmosphere for cross-disciplinary research maintained by the administration and senior faculty. One of the major successes of the Department’s current formal arrangements is the number of investigators now advising PhD students. Advisory committees for these students, by design, are interdisciplinary providing effective catalysts for collaborative projects across disciplinary boundaries. The Department envisions several future venues with which to strengthen interdisciplinary ties. For example, the North Carolina Center for Biodiversity (NCCB) is a Department-led center that will engage researchers across a wide variety of departments and agencies. Still in its infancy, the NCCB will need time to develop into a truly functional interdisciplinary apparatus, but its trajectory is toward cooperation across traditional research boundaries. The Department also foresees potential collaborative opportunities with ECU’s pending acquisition of the Palmetto Peartree Preserve, a large tract near the

65 Alligator River in eastern North Carolina, which will serve many investigators with diverse interests and goals. Several Biology faculty members participate in the highly interdisciplinary Institute for Sustainable Tourism. Collectively, this institute, ICSP and the nascent North Carolina Center for Biodiversity have considerable potential for synergies and could together make ECU an outstanding locus of interdisciplinary environmental research. Our geographic setting makes this a natural and authentic prospect. Research and Graduate studies also facilitates interdisciplinary work through avenues such as “Science at Starlight” (the Starlight Café is a local restaurant) networking events that bring together faculty from across campus to discuss common themes. For example, Biology’s John Stiller recently led a session on bioinformatics that attracted faculty from several Brody School of Medicine departments as well as Biology, Chemistry, Computer Science and others. The Department of Biology has a long history as a curricular leader in interdisciplinary Biotechnology and we are optimistic that our recent hires will help us strengthen this focus of our department further. This is a high priority for the campus in that the potential to thereby contribute to regional economic development is strong.

7.4 External Research/Creative Activity Support

Figure illustrates smoothed (3 year window) external grant support trends for Natural Sciences at ECU (data from Research and Graduate Studies as summarized in the “RAMSeS” database).

66

The Department of Biology consistently garners the highest level of grant support among ECU natural science departments. According to our internal records, data provided by Research and Graduate Studies actually underestimate Biology’s grant success as our contributions to some collaborative grants have not been included. In a noteworthy example, two Biology faculty members (Jolls and Vance-Chalcraft) are co-PI’s on a 2010 $900,000 NSF Noyce grant, which provides direct support to ECU students working toward degrees in STEM education. When RAMSES data are adjusted for the number of tenure-track faculty members in each department, Biology’s grant success, $38,529/year/tenure-track FTE, becomes more similar to that of the other natural science departments (with Physics now being the most successful, Chemistry least successful). It is noteworthy that Biology’s funding levels have continued to increase in recent years whereas the closely allied departments of Geological Sciences and Chemistry have trended downward. Physics’ success has been largely the result of a small number of very large grants; Physics averaged 3.9 grants/year during the reporting period whereas Biology averaged 18.1. Downward trends in some departments may be the result of recent pressures to increase classroom time and corresponding reduction in time for research. In spite of such pressures, relative to the previous 7-year period (1996- 2003), grant funding in the Department of Biology has clearly increased substantially, although data precisely comparable to the RAMSES 2003-2010 dataset are not available for all years. NSF remains Biology’s single largest source of federal funding, both directly and through sub- awards. Other awarding federal agencies include NIH, NASA, US Geological Survey, US Fish and Wildlife Service, U.S. Army Corp of Engineers and US Department of Agriculture. Additional grants have come from a variety of private, regional and state organizations, particularly the North Carolina Biotechnology Center and UNC-Sea Grant program. Departmental demographics suggest favorable prospects for funding success in coming years. The Department has hired 13 tenure-track faculty members in the reporting period, almost half the current faculty, with four Assistant Professors hired in just the last two years. Moreover, six tenure-track searches are under way or planned (depending on freezes) for this year and next. At the same time, four of our most successful senior faculty members, in terms of grant success, have lately retired or transitioned into full-time administrative work. Most of our hires from early in the reporting period have already developed into successful grant-writers whereas the latest hires are just hitting their strides. We anticipate that as our large cohort of young faculty members matures they will develop into successful grant-writers. One factor working against them, however, will be our recent loss of NSF RUI status; somewhat balancing this will be the efforts of the Chair, the College and Research and Graduate Studies (as well as the faculty themselves), to encourage submissions to a greater range of agencies and organizations. Additional challenges include the general weakness of the national and regional economies and associated static grant funding, and the delays in replacing our main building, Howell Science. Limited numbers of PhD stipends and out-of-state tuition remissions and the effect on recruiting of non-competitive MS stipends are also obstacles to vigorous faculty research programs. Increasing the post-doc population will be important to the maturation of Biology as a research department and one or more internal post-doctoral positions would be valuable in this regard.

67 7.5 Research Development

Collaborations within our three major focal areas of coastal ecology, biodiversity, and molecular and cell biology/biotechnology, between faculty members from Biology and those from other units, are actively encouraged as are interdisciplinary initiatives. For example, sustainable energy proposals creating partnerships with engineering as well as with departments in the Brody Medical School exemplify how we have led collaborative and interdisciplinary education and research at ECU. Other programs include interdisciplinary efforts in biotechnology, which has been the focus of specific new courses and programs within the College of Industry and Technology and the Department of Chemistry. Collaborative efforts in research activities include regular grant submission and publication with colleagues from Geological Sciences and Chemistry, and somewhat less frequently from Sociology, Computer Science and Geography. The Department and College regularly support faculty travel to Washington D.C. and other localities to enable faculty members to meet with program officers and other representatives of funding agencies. Such travel is considered a high priority. Generous support is also provided by the Department and College to present at conferences and for publication page charges, although many faculty members fund such items through external grants. The Department also supports efforts by faculty members to bring current and potential collaborators to campus, through support of departmental seminars.

Specific deficiencies that affect research development, by facility category, include: Graduate student support: As noted previously, MS stipends are too low and PhD stipends are too few; more out-of-state tuition remissions are needed. Some internal post-doctoral support would be desirable. Overall Building: Due to age and deterioration, Howell Science Building does not meet the needs of a modern research-oriented department. The building’s space limitations have forced Biology to move a number of teaching labs and faculty offices to other locations on campus. In addition, large-scale repair and refitting required to maintain the basic structure of Howell (e.g., roof, elevators, HVAC) continually disrupt research and teaching functions. Much of the expense must be borne by the Department. Research spaces: Beyond deficiencies already noted, EH&S inspections consistently call for building- wide modifications of lab infrastructure in order to meet new requirements. Presentation spaces: Most weekly seminars are standing room only given our larger classrooms are generally unavailable for guest presentations. Smaller spaces for graduate classes as well as thesis presentations and defenses also are major challenges. Most rooms suitable for presentations, large or small, have poor AV design, given these are 40 yr old rooms retrofitted for new millennium technology. Administrative spaces: Due to lack of suitable space for an administrative suite in which to conduct Biology business and academic affairs, offices are in separated, somewhat scattered rooms in the 1st floor Howell North tower. Community/Collaboration spaces: Currently, there is no space in Howell for true community/ collaboration interaction. There are two conference rooms (N108C, S418) for use by faculty, but these are small and often not available as they are highly utilized for other administrative functions (e.g., N108C: Executive and personnel committee meetings). In addition, these rooms are not equipped with AV, and one (S418) also doubles in part as office space. There are no spaces available for impromptu faculty or grad student interaction outside of hallways. Site/Exterior space: Howell is strategically well located, with close walks to other Science, Math, Engineering and Computer Science departments in the Science &Technology, Flanagan, Austin, and

68 Graham buildings. One disadvantage of the site is that it is prone to flooding in the loading dock, animal facility, and basement of the South Tower. Systems: Due to building age and increased demand for electrical power, outages routinely impact research labs as well as office and teaching spaces. Emergency power is only available through an insufficient number of hallway outlets. Because extension cords cannot be used, equipment items must be moved into the hallway to maintain power during extended outages (e.g. hurricanes). This is impractical for heavy items such as water-jacketed tissue culture incubators, so experiments are compromised. Lighting cannot be adequately controlled in many classrooms, compromising AV quality, and data connections are insufficient. Security: Access to Howell entrances by lock and key is not sufficiently controlled. Research labs and faculty offices are on different master/submaster keys so security and access to specific spaces can be somewhat controlled. A keycard system of some sort is required for adequate security, especially of core labs and animal facilities, and has been ordered at departmental expense. Two general approaches to address Howell’s deficiencies have been implemented. A) Organic approach: e.g. we continue to accommodate faculty needs by using start-up funds to modify poorly suited research spaces. B) Biosciences New Building Initiative: The Dept of Biology in collaboration with several other Depts. and the Vice-Chancellor of Research has put forth an initiative to build a new Biosciences building on campus. This initiative has been subject to GA and NC Legislative scrutiny and officially recognized as recently as Apr. 2010. However as indicated from The Daily Reflector 11/20/10 - By Jackie Drake: “(Chancellor) Ballard said the hardest part is still ahead. The state is facing a more than $3 billion gap next fiscal year, and 10-18 percent cuts are expected, Ballard said. … The state shortfall means that the university will not be able to pursue a new biosciences building for another two years. Academic and research buildings are generally funded by state appropriations. The UNC Board of Governors is not requesting any state funding for new construction projects for the next biennium (2011-12, 2012-13). A new biosciences building has been a university priority for several years to replace the Howell Science Complex built in the 1960s.”

7.6 Ethics Training

Undergraduate: There is no formal ethics training provided by the Department of Biology. However, several programs are available for students on campus. The Division of Research and Graduate Studies annually offers a short workshop on the Responsible Conduct of Research that includes animal, human and research ethics. Students working with animal subjects in the laboratory are required to take the animal care and use protocol training provided by IUCAC, the animal care and use committee. Students paid from federal grants are required to take an online course on RCR. Students at all levels, but especially in introductory courses, discuss ethical issues in the context of academic misconduct in both lecture and laboratory. The Department has recently become more aggressive in pursuing misconduct through formal channels.

Graduate: MS students receive training in scientific ethics as part of the required Introduction to Research course (BIOL 6880) via participation by Dr. John Chinn (Office of Research and Graduate Studies), Dr. Margaret Olszewska (Office of Student Rights and Responsibilities), Dr. Robert Carroll (Brody School of Medicine, Department of Physiology), and Dr. Claudia Jolls (Department of Biology).

69 Doctoral students must enroll in GRAD 7004 or HUMS 7004 (Ethics and Research: Humanities and Basic Medical Sciences).

VIII. SERVICE/OUTREACH

8.1. Consulting

Department of Biology faculty members frequently contribute their services and expertise to local, regional, national and international agencies and organizations without significant remuneration. Biology faculty members were involved in 153 community service activities during the reporting period, and 994 professional service activities. However, formal consulting is limited. Faculty members reported 58 consulting and paid service activities during the reporting period (Sedona data in all cases).

8.2 Community Service/Engagement

The Department firmly believes in the importance of community service/engagement and therefore, a large portion of the faculty is involved in promoting science at the local, regional and national levels.

Involvement at the local level: Faculty work directly with local nonprofit organizations as advisors, collaborators, board members, or simply volunteers. Heather Vance-Chalcraft and Dave Chalcraft serve as advisors for A Time for Science, a newly established 501(c)(3) (non-profit) nature and science learning center dedicated to advancing science literacy and competency by encouraging and supporting student participation in science, engineering, and math competitions. This hallmark program provides a supportive environment for student research projects by sponsoring age-related (3rd–12th grades) science/math clubs. A Time for Science also develops and presents other appropriate programs and activities fostering similar objectives. Sue McRae acts as advisor and collaborator for the breeding program of a waterfowl park, Sylvan Heights, located 45 minutes from Greenville. She also uses her expertise in ornithology to interact with local bird watcher groups. Mary Farwell and Jean-Luc Scemama were instrumental in starting a Science Café program in Greenville; they now serve on the steering committee responsible for the organization of these bi- monthly meetings designed to engage and educate the general public on scientific topics making the news. For example, one recent Science Café addressed the oil spill in the Gulf of Mexico, with a faculty panel from three different departments (Geology, Biology, and Coastal Resource Management). Science Café events have become quite popular; each venue has been attracting around 100 participants. Under the leadership of Matt Schrenk, who received a grant from the NASA Astrobiology Institute, the Department has used space exploration as a way to communicate science to the community. Within the past year, we have hosted several astrobiologists, who have visited both departmental classes and given lectures to the broader campus community. Two former astronauts, hosted with the assistance of GoScience, gave a public lecture attended by over 300 people, including numerous schoolchildren. Additionally, a booth at SciFest in September 2010 made the exciting frontiers of science in astrobiology accessible to the more than 2,000 attending schoolchildren. The Department of Biology has used several additional venues to promote excitement and understanding of science in the broader community. In February 2009, the Biology Department invited the public to a Darwin Day celebration, drawing more than 200 attendees. The event included tours and

70 interactive demonstrations in the labs of faculty doing research in biodiversity and evolution. Associated with this event was a juried art show with the theme of biodiversity, which was a collaboration between the Biology Department (faculty members Stiller and Goodwillie) and the Emerge Gallery in uptown Greenville. The winning piece is now in the Howell lobby. Dr. Ed Stellwag has been involved with a number of activities related to the development of biotechnology infrastructure locally. He serves in an advisory capacity for the nascent biotechnology education initiatives at Pitt, Lenior and Martin Community Colleges, local colleges with growing biotechnology programs. He has also been active in directing a series of biotechnology education workshops for local and regional community colleges and high schools. He was the recipient of a teaching grant from the University of North Carolina Office of the President. Faculty expertise in many areas is well recognized by the surrounding community; for example, Claudia Jolls, a botanist, is being considered for a board member position for Greenville RELEAF, an organization dedicated to the planting, promotion and protection of canopy trees. We also help surrounding community college instructors by granting them access to facilities unavailable at their institutions. Liz Jones and Anthony Capehart have hosted various community college anatomy & physiology classes in the gross anatomy lab. This past year they hosted Wilson and Beaufort community colleges; previous years’ tours have included Nash and Pitt community colleges.

Involvement with Regional/State organizations: At the state level, our faculty has been represented continually on the board of directors of the North Carolina Academy of Science (NCAS), with members variously serving as president to executive director to committee chair(s). Currently, Jean-Luc Scemama is the NCAS immediate past president, Paul Hager is chair of the publication committee, and Gerhard Kalmus, an emeritus Professor, is executive secretary. For the past four years, Heather Vance-Chalcraft has been responsible for the organization of the NCAS district science fair. This annual event occurs on the ECU campus and involves middle school and high school students; regional winners participate in the State competition at the School of Science and Mathematics in Durham. The regional winners are also invited to present their research at the NCAS annual meeting. Several of our faculty members participate as judges in the regional and state competitions every year. Several, mainly different, faculty members are involved with the Atlantic Estuarine Research Federation. Claudia Jolls has been regularly involved as invited speaker with NC Rare Plants, an annual meeting of academics, managers from local, state and federal agencies, who annually address issues of the state’s flora at risk. Dr. Ed Stellwag was the recipient of a significant grant from the University of North Carolina Office of the President for a regional initiative involving the development of Genomics for Community Colleges in which faculty participants from 10 regional community colleges developed a collaborative biotechnology education network. This program served as the antecedent to the North Carolina Community College Bionetwork program, which has received national recognition for integration of biotechnology educational initiatives statewide. He has also been active in promoting biotechnology education initiatives statewide through service on numerous committees in affiliation with the North Carolina Biotechnology Center in Research Triangle Park and its affiliated regional offices in eastern North Carolina. The Department recently created a biodiversity center and appointed Jason Bond as its director. The mission of the North Carolina Center for Biodiversity (NCCB) is to lead, promote, and coordinate activities relevant to global biodiversity research, education and outreach at ECU and throughout North Carolina. Outreach on behalf of the Center fulfills two important roles through public interaction: 1) disseminate information on regional biodiversity (and attendant human impacts) to local schools and to the citizens of eastern North Carolina; and 2) profile ongoing research of NCCB biologists, emphasizing

71 their contributions in documenting and understanding biodiversity. The NCCB Outreach Effort promotes public awareness on these two fronts using educational materials and services geared towards a wide range of audiences and ages. Through these outreach platforms, NCCB acquaints our local citizenry with their rich biodiversity, in an effort to instill appreciation and a sense of stewardship through heightened environmental awareness. NCCB outreach provides educational information on regional biota, habitats, ecology, and, more importantly, underscores scientific approaches used to study biodiversity locally and globally.

Interaction with Elementary, Middle and High Schools: Many educational projects have been developed by our faculty to 1) create/develop summer camps, 2) initiate year long projects involving elementary through high school students, and 3) train teachers. Mary Farwell and Anne Bunnell developed the PIRATES summer science camp, funded for three summers (2007-2010) by the Burroughs-Wellcome Fund. A two-week residential program, PIRATES Summer Science Camp was designed to tap ECU resources and harness science in the students’ own backyard. On-campus activities in Ecology, Biotechnology, Chemistry and Geological Science were paired with field trips to local businesses or sites using science. PIRATES served rising high school juniors and seniors from Beaufort, Martin, Pitt and Greene counties. In all of these counties, per capita income continues to trail the state average, with approximately 20% of the population falling below the poverty level. For the past 15 years, Jean-Luc Scemama has been an active participant of the Summer Ventures in Science and Math program, where middle school and high school students spend a month on campus taking classes with college professors. For the past 15 years, we have been offering a class on DNA fingerprinting where students are trained in basic molecular techniques and conduct DNA fingerprint assays using their own hair samples. John Stiller developed the “What’s growing in your world” project with a local teacher from D.H. Conley High School. The result of their work was published in “The Science Teacher.” Post publication of their work, the project has been expanded to teachers from NC, Florida and New Hampshire. Sue McRae started the project Feederwatch and Nestwatch for upper elementary students through the Citizen Science program of Cornell Lab of Ornithology. Claudia Jolls has been involved in training K-12 public school teachers through NSF ITEST Teach Math and the NC Center for Advancement of Teaching as well as recruiting and training teachers in STEM disciplines through the NSF ECU Noyce Scholars Program. Ed Stellwag has been funded by the North Carolina Biotechnology Center to serve as the director and lead instructor for weeklong high school biotechnology teacher education workshops that have been offered at ECU, UNC Asheville and Carteret Community College in Morehead City, NC. In all, the number of high school teachers who have participated in these biotechnology education workshops numbers over 200. Liz Jones and Anthony Capehart invite high school students taking allied health courses to visit the Department and attend a physiology lecture, see the cadavers, or attend a lab with ECU students. Carol Goodwillie was involved in an NCQuest-funded grant to provide leadership training for middle school science teachers in rural counties, which gave more than a dozen local teachers the opportunity to participate in ecological and molecular research at the ECU campus. Jeff McKinnon has been funded by the Society for the Study of Evolution and the National Evolutionary Synthesis Center to present modules on teaching evolution at national and regional science teacher conferences (NAB, NSTA) and has published on this work. All of our faculty participate in many on and off campus events such as science olympiads, science fairs, quiz bowl and scout projects.

72 Interactions at the National Level: At the national levels, various faculty members serve regularly on NSF panels and have been peer reviewers for ARI-R2, NOAA, Sea Grant, EPA and NIH funding, as well as for European (e.g. NERC, Austrian Science Fund; Belgian Ministry of Education Centers of Excellence Program) and international agencies. Claudia Jolls serves as representative in the Ecology Section, commission on Food, Environment, and Renewable Resources, for the Association of Public and Land-grant Universities. Several faculty serve on editorial boards or as Associate Editors of peer- reviewed journals, such as the American Journal of Botany, Phycology, Open Evolution Journal, Radiation Research, and others. Bob Christian and Mark Brinson have both served as presidents of scientific societies. The Department of Biology and the NCCB hosted the 2010 meeting of the American Arachnological Society, with over 100 scientists. Our faculty members have been featured in the national media on multiple occasions, contributing to the public understanding of science and to ECU’s visibility. For example, Kyle Summers’ research has recently been highlighted in National Geographic, BBC Wildlife, Scientific American, and the New York Times. Research by his students in Peru was filmed by the BBC for the David Attenborough series “Life in Cold Blood”, broadcast in the UK and the USA in 2008. Jason Bond’s work is regularly discussed in popular and scientific media, including National Public Radio, MSNBC, CNN, Scientific American, and Comedy Central’s The Colbert Report. As noted earlier, collaborative research by Ed Stellwag, Anthon Overton, Xiaoping Pan and Baohong Zhang, on the effects of the Gulf oil spill, was recently featured in an extended piece on the PBS NewsHour.

8.3 Student Involvement in Community Service/Engagement

Undergraduate: Our faculty members supervise a number of student associations, including: Tri-Beta Biological Honor Society, Alpha Epsilon Delta Premedical Honor Society, American Medical Student Association, Minority Association for Professional Society, and Rural Health VS. Most members are interested in health professions and are in need of volunteer hours; we facilitate their placement with appropriate organizations like the Ronald McDonald house, Habitat for Humanity, soup kitchens, free health clinics, etc. The majority of these students are Biology majors and represent us very well in the Greenville community. Another important undergraduate society is the Student American Fisheries Society (SAFS). By far the most active student group in the Department, the ECU chapter of SAFS was recognized nationally two years in a row (2006, 2007).

Graduate: The mission of the Biology Graduate Student Association (BGSA) is to enhance the graduate experience by encouraging discourse with peers and professional biologists, participating in social events and community service, and supporting professional activities. Membership in this very vigorous group is open to all active graduate students in the Department. The current BGSA officers are: President - Chad Hunter, Vice President - Ben McGlaughon, Secretary - Whitney Crosson, Treasurer - Michael Brewer, Webmaster/Historian - James Tumulty, Faculty Rep - Chandler Douglas, SGA/GPSS Rep - Justin Castellow, Shruti Saxena. Our graduate students recently organized a departmental seminar series named Research in Progress (RIP), where they invite doctoral and post-doctoral speakers from surrounding universities (e.g., UNC Chapel Hill, NC State, Duke, local marine stations and visiting colleagues). The series has strong support and attendance from graduate students and faculty alike. BGSA members exhibited some of their research at the Eastern NC Science Festival, which hosted approximately 2,000 school children. They also organized an undergraduate research poster day, at which each laboratory exhibited one poster

73 describing their research to inform the undergraduate student population of the research opportunities in the Department of Biology and recruit new students. The graduate students are also very active in the community; each year they organize a Howell haunted house for Halloween that is open to local children. They participate in the Adopt-a-Highway program as well as in the Graduate and Professional Student Society.

IX. OTHER ISSUES FACED BY THE PROGRAM/DEPARTMENT (not covered above)

In the final stages of preparing this document, it has become apparent that the single greatest challenge confronting the Department of Biology will be weathering a now clearly imminent second round of recession-driven cuts--without suffering permanent damage. To understand the impact of different approaches to these cuts, it is necessary to outline the Department’s strategic approach to the allocation of faculty positions. The challenge has been how to develop as a research department that trains successful PhD students while simultaneously providing quality education in growing Biology and Biochemistry undergraduate programs and delivering key service courses to rapidly increasing numbers of students in areas such as nursing, allied health, and engineering. Key to our approach has been to consciously dedicate a permanent set of positions to career-track FT faculty members who carry relatively large teaching loads and take lead roles in ensuring that all Biology instructors are current on best pedagogical practices (our most recent FT hire, Grant Gardner--hired through a national search, like many of our FT faculty members--also possesses expertise in assessment that is bolstering multiple grant applications by TT faculty members). The larger classroom loads assumed by this group enable TT faculty members to carry lighter teaching loads and thus be research-active at a competitive level and effectively mentor both MS and PhD students. The intensely competitive environment our TT faculty members face cannot be over-stated—funding rates for most federal grants are well below 10% and in 2008-9 we lost our RUI (Research at Undergraduate Institutions) status for NSF grants. Thus, for Biology’s single most important funding source, our faculty members now compete directly against the nation’s most elite institutions. Given increasing costs of cutting edge research, even in historically inexpensive fields such as ecology and evolution, successful grantsmanship is essential. So far our department has continued to maintain an upward trajectory in grantsmanship and our graduating PhD students have been notably successful, but these successes are now at great risk. Although vertical cuts are being discussed as ECU confronts the upcoming budgetary shortfalls, discussions to date suggest the major approach may involve sacrificing open positions and not renewing FT faculty contracts. However, these “resources” are not equally distributed. Biology has at least four open tenure track faculty positions (having agreed to defer some searches; these positions have been occupied by several part-time instructors and FT faculty members without dedicated salary lines) and has eight dedicated FT faculty lines, in addition to three long-term FT faculty members without dedicated positions and two long-term Distance Educators. For comparison, we expect to have 30-31 tenure track faculty members as of fall 2011. If we lose the open positions, the Department will be forced into protracted short-handed operations involving additional teaching and service to compensate for missing faculty members, and, moreover, will forfeit a carefully developed strategic hiring plan. Potential losses include positions of key personnel: Bob Christian, a Distinguished Research Professor and THCAS Distinguished Professor; Tom McConnell, a productive immunologist and former acting chair; Chuck Singhas, who carried a heavy teaching load of anatomy and physiology courses for allied health students; and Raymond O’Connor, a highly accomplished senior ecologist.

74 If we lose both the open positions and some of the long-term FT faculty, because decisions about cuts are mainly opportunistic rather than strategic, the Department stands to be fundamentally and perhaps irrevocably changed. Teaching loads of TT faculty will need to increase substantially to make up for the loss of some of our most SCH-productive faculty members. Research and grants will suffer and the viability of Doctoral training may become problematic. Such short-term effects will be compounded by the probable departures of our most successful research faculty and the hobbled recruitment of future TT faculty members with strong research potential. Moreover, our sister STEM departments of Chemistry and Mathematics will find themselves in a similar, or worse, situation. Thus opportunistic rather than strategic cuts have the potential to cripple STEM education and research at ECU. Conversely, opportunistic cuts will have only modest effects on some departments with minimal open positions and FT faculty. A strong case can be made that cuts to Biology should actually be less than to many other departments. Within our college (THCAS), we generate more grant dollars and have more majors (either undergraduate exclusively or overall, including the largest number of Honors College students) than any other department, though we are the largest in neither personnel nor budget. At the same time our SCH/FTE productivity is among the highest in the college. Thus based on productivity, our cuts should be modest. As a central STEM discipline that trains students from across the university, including intending nurses and allied health professionals, we are clearly a strategic priority, all the more so in light of our successful PhD programs which lead the East campus in its development as a research university. Again, this would argue for a modest cut, or none. In conclusion, our efficacy in persuading senior administration to emphasize strategic over opportunistic cutting may determine whether the Department of Biology emerges from the upcoming budget shortfall able to continue our successes and development. Indeed, it may determine whether we will be recognizable as the same department.

X. ACCREDITATION NA

XI. SUMMARY COMMENTS AND VISION FOR THE FUTURE

11.1 Summarize the major strengths and weaknesses of the unit program(s) and the challenges and opportunities it faces in the foreseeable future.

The greatest strength of the Department of Biology has been its ability to perform well across all of the three core areas of education, research and service/outreach. This broad effectiveness is rooted in a talented, dedicated faculty and staff; just as important, these groups have repeatedly demonstrated their ability to work effectively together to address both challenges and opportunities. For example, when the Department recently redrafted the Biology “Code”, a sort of departmental constitution, there was strong consensus on the document and it passed unanimously in a faculty secret ballot. In the course of this revision, the faculty also agreed to develop a process for advancement of title of FT faculty members, thus providing a more viable career path for a substantial contingent in the Department and enhancing the ability of FT members to contribute to the Department to the full extent of their abilities. In undergraduate education, the Department has provided a rigorous undergraduate core curriculum and is revising both that curriculum and the upper level tracks in response to student

75 assessment and to input from the faculty and from students. In particular we are working to improve the core, address perceived weaknesses in limited curricular structure beyond the core courses, standardize and strengthen inconsistent statistical training, and increase inquiry-based and experiential learning. Addressing continually increasing demands for service courses (with often fixed resources) also poses a major challenge, and additional staff would be helpful to support large numbers of laboratory sections. At the graduate level considerable change has taken place or is underway (e.g., new pedagogical and mentoring courses and more explicit structuring of timelines and expectations) in response to weaknesses and opportunities identified through assessment and input from students and the faculty. Among the greatest specific challenges facing our graduate program are low MS stipends, limited out- of-state tuition remissions and a need for additional PhD stipends. However, the Department has only just begun to pursue external grants at the programmatic level, and given our location in an economically depressed region with a large minority population, there are promising opportunities for such funding (which could also improve recruitment from under-served populations). Strong hires, an improving campus research climate, and a growing PhD program all contribute to our improving research performance as indicated by external grant support, publication rates, and success in the training of PhD students. However, shortcomings in campus and departmental research infrastructure and an inconsistent campus commitment to research (e.g. from Facilities Services) remain challenges, in addition to those identified above for the graduate program. Weak national and regional economies, as well as shifts in government priorities, create external funding challenges that Biology faculty are addressing by targeting a broader range of funding agencies. A departmental tradition of public service and outreach is a strength that continues, and the North Carolina Center for Biodiversity will provide a focus for such work for certain faculty members, whereas our longstanding role as the regional linchpin for biotechnology development will provide opportunities for others. Our regional economic status and large underserved populations create funding opportunities in this context. However, balancing such work with rising research expectations will be a challenge. The single greatest challenge confronting the Department is to survive the upcoming round of cuts as a viable research department, as detailed above. Our second greatest challenge will be maintaining our trajectory towards becoming a first-rate research department while occupying an antiquated, dilapidated, and sometimes dangerous building. This problem complicates the opportunity we have to take advantage of our successes by better publicizing them and bringing visitors to campus. For example, the recent (2010) meeting of the American Arachnological Society at ECU provided a tremendous chance to crow about our programs, but we were not in a position to pull colleagues enthusiastically into our laboratories. Moreover, the cost of dealing with continual infrastructure failures and shortcomings is, increasingly, borne entirely by the Department while the shortcomings of the Greenhouse are visited most intensely upon several junior faculty members. In the absence of a rapid move to a new building—unlikely in the present fiscal climate—additional support for such expenses, and to make Howell as functional as possible, is critical.

11.2 Briefly describe the program’s vision/strategic plan for the immediate future

The Summary from Biology’s January 2010 Strategic Plan (unanimously approved in a secret ballot; note that some objectives are already achieved or in progress): In response to our region’s environmental challenges and economic needs, the Department has developed a five-year strategic plan of research, teaching and service. Central to this program are

76 ambitious and attainable goals to further enhance research capabilities in a number of targeted areas. In Bioinformatics and Genomics, we will pursue one or more faculty hires, a strengthened Genomics Core Facility and improved campus-wide infrastructure through a multi-departmental initiative. These efforts will complement our second major priority, the successful establishment of ECU’s North Carolina Center for Biodiversity (NCCB), which will also involve targeted hires and infrastructure investment. Wetlands conservation and research figure prominently in coastal and coastal plain biodiversity; thus a third focus of our strategic planning will entail renewing and strengthening our internationally recognized program in wetlands and coastal ecology. Undergraduate student enrollment in Biology as a major has increased to the point where it is now ranks as one of ECU’s most popular degrees. To maintain this position in undergraduate education, we will implement strategies to improve retention, place emphasis on directing students with respect to career goals, and revise our undergraduate core curriculum. We remain committed to campus strengths in nurse and teacher training and will continue to revise our offerings in support of these activities as well as pursuing related intramural and external funding. We will continue to expand our Distance Education offerings. At the graduate level we will seek to expand the number and quality of applicants, the number of PhD students we can support, and the level of support for MS students. Achieving our goal of a PhD program in Biology will contribute to these efforts. We will continue revision of curricula and course offerings and improving the supervision and training of graduate student instructors. Our department has a longstanding commitment to outreach and community service and we will seek to build on this record over the next five years. Specifically, we will maintain and grow outreach programs and events aimed at the general public, such as the Science Cafe, the Darwin Day Open House, and the Earth Day Exposition. We will enhance our programs, such as summer science camps, that serve underprivileged rural populations and increase our participation in teacher training and outreach. We will improve availability of our faculty for public discussions, extension related activities, and natural resource management. Our success in all of these efforts will be enhanced by our continuing pursuit of external funding in all areas and improved success in advancement. However, Howell Science Complex’s sad state of disrepair has become the inflection point upon which all other Departmental goals are precariously balanced—thus a state-of-the-art new building is the single greatest need of Biology. Additional needs if we are to implement this strategic plan include new faculty and SPA positions, enhanced graduate student support, and an increased operating budget that reflects our increasing enrolment and course offerings. If the ECU Department of Biology can succeed in implementing the major elements of this strategic plan, in five years we will be a well funded research department that competes at the highest levels in strategically focused areas; has a growing reputation for graduating exceptionally well trained BS, MS and PhD students; and contributes to the prosperity and quality of life in the region through effective outreach and service.

77 Appendix A. Graduate Faculty/Student Committees Chaired Over the Last Seven Years

Masters and Doctoral: Faculty Name and Rank, No. Completed, No. Current

Harriot College of MS Ph D Arts and Sciences Students MS Students Students Ph D Students Last Name First Name Department Rank Chaired Current Chaired Current Bond Jason Biology Professor 3 0 2 3 *Brinson Mark Biology Professor 4 0 0 0 Teaching Asst. Bunnell Anne Biology Professor 0 0 0 0 Capehart Anthony Biology Assoc. Professor 8 5 0 0 Chalcraft David Biology Assoc. Professor 4 2 0 3 Christensen Tim Biology Asst. Professor 5 3 0 1 Christian Robert Biology Professor 2 2 2 0 Clough Lisa Biology Assoc. Professor 4 0 2 0 Conoley John Biology 0 0 0 0 Egan Ashley Biology Asst. Professor 0 0 0 0 Farwell Mary Biology Professor 9 1 0 0 Teaching Asst. Gardner Grant Biology Professor 0 0 0 0 Teaching Asst. Gee Jason Biology Professor 0 0 0 0 Georgakilas Alex Biology Assoc. Professor 7 1 1 0 Goodwillie Carol Biology Assoc. Professor 3 0 0 0 Teaching Asst. Hager Paul Biology Professor 0 0 0 0 Teaching Asst. Harris Pat Biology Professor 0 0 0 0 Huang Jinling Biology Asst. Professor 1 1 0 0 Jolls Claudia Biology Assoc. Professor 3 1 0 0 Teaching Asst. Jones Elizabeth Biology Professor 0 0 0 0 *Kalmus Gerhard Biology Professor 8 0 0 0 Kimmel David Biology Asst. Professor 0 1 0 2 Lamb Trip Biology Professor 2 1 0 1 Luczkovich Joseph Biology Assoc. Professor 5 0 0 2 *McConnell Tom Biology Professor 9 0 0 0 McKinnon Jeffrey Biology Professor 0 1 0 1 Teaching Asst. McRae Susan Biology Professor 1 1 0 0 Overton Anthony Biology Assoc. Professor 3 6 0 1 Pan Xiaoping Biology Asst. Professor 0 1 0 1 *Putnam Evans Cindy Biology Professor 6 0 0 0 Reyes Enrique Biology Assoc. Professor 1 1 0 1

78 Rudel David Biology Asst. Professor 0 2 0 0 Rulifson Roger Biology Professor 16 5 3 4 Teaching Asst. Schmidt Margit Biology Professor 0 0 0 0 Scemama Jean-Luc Biology Assoc. Professor 6 3 1 0 Schrenk Matthew Biology Asst. Professor 1 1 0 1 Stellwag Edmund Biology Assoc. Professor 3 0 3 1 Stiller John Biology Assoc. Professor 3 1 1 1 Summers Kyle Biology Professor 4 1 3 2 Teaching Asst. Sutton Lee Biology Professor 1 0 0 0 Thompson Beth Biology Asst. Professor 0 1 0 0 Vance- Teaching Asst. Chalcraft Heather Biology Professor 0 1 0 0 West Terry Biology Assoc. Professor 0 1 1 0 Zhang Baohong Biology Asst. Professor 3 2 0 1 Zhu Yong Biology Assoc. Professor 4 0 1 0

* now retired, or occupying a full-time administrative position

79 Biology MS students mentored or co-mentored by Brody School of Medicine Faculty

MS MS Ph D Ph D Students Students Students Students Last Name First Name BSOM Department Rank Chaired Current Chaired Current Akula Shaw Microbiology/Immunology Assoc. Professor 4 1 0 0 Bertrand Fred Hematology/Oncology Asst. Professor 1 0 0 0 Gibson James E Pharmacology Research Professor 1 0 0 0 Hickner Bob Exercise and Sport Science Professor 1 0 0 0 Hoffman Don Pathology Professor 1 0 0 0 Johnke Roberta Radiation Oncology Assoc Professor 2 0 0 0 Katwa Laxmansa Physiology Professor 1 2 0 0 Lust Robert Physiology Professor 1 0 0 0 Mannie Mark Microbiology/Immunology Professor 1 2 0 0 McCubrey James A Microbiology/Immunology Professor 4 1 0 0 Muller-Borer Barbara Cardiovascular Sciences Asst Prof 2 1 0 0 Murashov Alexander Physiology Assoc. Professor 1 1 0 0 Pekala Philip BSOM Biochemistry Professor 1 0 0 0 Qun Lu Anatomy Assoc. Professor 1 0 0 0 Roop Marty Microbiology/Immunology Professor 0 2 0 0 Roper Rachel Microbiology/Immunology Assoc. Professor 1 2 0 0 Ross Ted 2 0 0 0 Sigounas George Hematology/Oncology Professor 3 1 0 0 Smith C Jeffrey Microbiology/Immunology Professor 0 1 0 0 VanScott Michael Physiology Professor 1 0 0 0 Virag Jitka Physiology Asst. Professor 1 0 0 0 Yang Li Hematology/Oncology Asst. Professor 0 1 0 0

80 Appendix B. Student Placement

B.1. Undergraduate

Calendar year BS graduates 2007 2008 2009 2010 Position or program percent percent percent percent PhD 0 16 4 0 MD 16 19 21 28 MAT 5 10 4 0 MS 47 19 29 40 DDS/DVM 11 10 0 0 Other professional school (MPH/MBA/PA) 11 0 4 8 Lab Technician/associate 0 6 29 0 Medical technologist 5 0 0 0 Retail 0 6 0 0 Peace corps 0 0 0 4 Other training (internships, Fullbright) 0 0 7 0 Teaching biology 0 3 0 0 Applying to school 0 6 4 16 Other 5 0 0 4 Table shows percentage of known students

81 B.2. Placement of Biology Graduate Students

MS Year Last Name First Name Degree Graduated Position Amoroso Natalie BIOL 2010 Ecologist, Oregon Department of Fish and Wildlife, Newport OR Apger Jennifer MBBT 2010 Ph D student, Dept of Genetics,Cornell University, NY Cerino David G BIOL 2010 Biology Instructor, Pitt Community College, NC Connell Patia BIOL 2010 Middle School Teacher (private), Greenville, NC Daly Sean MBBT 2010 Instructor, Pitt Community College, NC Fix Lindsey BIOL 2010 Medical Student, Brody School of Medicine, ECU, NC Frazier Taylor MBBT 2010 Ph D student, Plant Molecular Science, Virginia Tech, VA Gouge Catherine BIOL 2010 Biology instructor, Beaufort Community College, NC BIOL Staff Scientist, Howard Hughes Medical Institute, Janelia Farm Henderson Laura 2010 Research Campus Washington, DC Hernandez Peter/Jason BIOL 2010 Ecologist, National Forest Service, WA Hoggard John MBBT 2010 Applying to Medical School Hollis Sarah BIOL 2010 IDPBS Program, ECU NC Krahforst Cecilia BIOL 2010 Ph D Student, Coastal Resources Management, ECU, NC Kryston Thomas MBBT 2010 Clinical Research Coordinator, Mayo Clinic, Jacksonville, Florida Loftin Charles BIOL 2010 Res Assoc Private firm Laboratory Research Assistant, Department of Anatomy and Cell Lyon Raymond MBBT 2010 Biology, Brody School of Medicine, ECU, NC Research Technician, Precision Biosciences, Research Triangle Manne Akarsh MBBT 2010 Park, NC Research Assistant, Dept Biochemistry and Molecular Biology, Metcalf Mark MBBT 2010 BSOM ECU, NC Murolo Daniel MBBT 2010 Dental School, Buffalo NY Patel, G Meeraben S. MBBT 2010 Lab Corps, Durham (medical diagnostics) NC Robinson Matthew BIOL 2010 Ph D student, Genetics, NCSU, Raleigh, NC Ph D Student, Cancer Biology, University of Texas, Health Shah Maitri MBBT 2010 Sciences Center at Houston, TX BIOL Lab Supervisor, College of Technology and Computer Science, Spruill Chad 2010 ECU, NC Swafford Angela BIOL 2010 Biology Instructor, Craven Community College, New Bern, NC Woodruff Quinn BIOL 2010 Applying for admission to ECU School of Dentistry Research Assistant, Dept. of Radiation Oncology and Molecular Radiation Sciences, Johns Hopkins School of Medicine, Baltimore, Aziz Khaled MBBT 2009 MD. Collins Maria BIOL 2009 Research Associate, Dept Cardiovascular Sciences, BSOM, NC Hair Jessica BIOL 2009 Homemaker, NC Hill Rodney MBBT 2009 DSM Pharmaceuticals, Greenville NC Hudson Karly MBBT 2009 Ph D student, University of Maryland Kunz David BIOL 2009 Botanist, Dept Environmental Protection, NJ

82 Lee Shelly BIOL 2009 Lab research assistant, Dept Pathology, PCMH, Greenville, NC Mauney Debbie BIOL 2009 Waterfowl surveyor; US Fish and Wildlife, NC Mohan John BIOL 2009 PhD student, Marine Sciences, University of Texas at Austin, TX Reubens Michael MBBT 2009 Ph D Student, IDPBS, ECU, NC BIOL Biology Instructor, Rowan-Canbarrus Community college, Spidel Michael 2009 Salisbury, NC Taylor Andrew MBBT 2009 applying for admission to a Ph D program BIOL Research Associate, South Carolina Division of Natural Resources, Walker Matthew 2009 Charleston, SC BIOL Ph D student, Dept of Ecology and Evolutionary Biology, Tulane, Yeager Justin 2009 LA Abrams Stephen BIOL 2008 Research Associate, Dept Microb/Immunology, BSOM, ECU, NC BIOL student, Bowman-Gray School of Medicine, Wake Forest Byrum Graham V 2008 University, NC Clermont Jason G BIOL 2008 Conservation Dept, New England Aquarium, Boston MA Corey Keyren BIOL 2008 DSM. Greenville, NC Dunn Ethan MBBT 2008 Research Technician, Athenix Corp, Research Triangle Park, NC MBBT Ph D student, Molecular, Cell, and Developmental Biologyo, UC Fagg William 2008 Santa Cruz, CA Hardison BIOL (Shipley) Emma 2008 Hydrogeologist, Groundwater Management Inc, Greenville, NC Hart Kevin BIOL 2008 Fisheries Biologist II, Divison of Marine Fisheries, NC BIOL Lab researcher, Division of Pulmonary Science, Critical Care and Midgette Yasmeen 2008 Sleep Medicine, PCMH, Greenville, NC Misaghian Negin BIOL 2008 Student, Brody School of Medicine, ECU NC Ness Jennifer BIOL 2008 Technician, Guild Associates, Charleston SC Nichols Marshall BIOL 2008 Research Technician, Duke University Medical Ctr, Durham, NC BIOL Research Associate, Department of Radiation Oncology, Vanderbilt- Ingram Cancer Center, Vanderbilt University School of Medicine, Nowsheen Somaira 2008 Nashville, Tennessee BIOL PhD student, Dept Radiation Oncololgy, Wake Forest University, Stadelman Kristin 2008 NC Twomey Evan BIOL 2008 PhD student, IDPBS, ECU, NC MBBT Blackwell Amber 2007 MBBT Biology Teacher, North Pitt HS; Metrics, DSM, Miller-Motte Brown Timothy D 2007 Technical College, Greenville, NC Cantrell Adam G MBBT 2007 Quality Engineer, medical devices, Atex (Pinehurst, NC) Cooke Charles BIOL 2007 Dental School, UNC Chapel Hill, NC DeVine Jarret BIOL 2007 Reserch Technician, Anatomy Dept, BSOM, ECU NC Franch William MBBT 2007 Research Analyst, Biochemistry Dept, Duke University, NC Francisco Dave BIOL 2007 Lab Research Analyst, Medicine-Pulmonary, Duke University, NC Gaddy Erin BIOL 2007 Research Technician, Department of Biology, UNC Chapel Hill NC Howe Harold BIOL 2007 Student, Brody School of Medicine, ECU NC

83 Hudgins Ryan BIOL 2007 Manager , Budweiser Plant, Virginia Research Associate, Program for Human and Environmental Long Jacquelyn MBBT 2007 Resilience, ECU NC BIOL Lab Coordinator, Research Specialist, Greenhouse Manager, Marik Julie 2007 Biology Dept ECU, NC Peddi Prakash MBBT 2007 Residency (MD) in Radiation Oncology, ECU, NC Rhinehart Jennifer BIOL 2007 High School Biology Teacher, Charlotte, NC Rogers Tracy BIOL 2007 High School Biology teacher---NC Sujjavanich Darin N BIOL 2007 MS program, Clinical Research, Campbell University, NC Trimpi Benjamin MBBT 2007 Metrix (applied chemistry), Greenville, NC Weber Jennifer BIOL 2007 PhD student, UC Irvine, CA Alderman Heidi BIOL 2006 Biology teacher, New Bern High School, New Bern NC Betournay Scott dH BIOL 2006 Lab Technician, St Paul's School, NH BIOL Lead Clinical Research Associate, Duke Clinical Research Institute, Brooks Natasha L 2006 Durham, NC Dyson Ossie BIOL 2006 Research Associate, Dept Microb/Immunology, BSOM, ECU, NC Fitzpatrick Eric BIOL 2006 Fisheries Biologist, Eept of Environment and Natural Resources, NC Hall Jeffrey G BIOL 2006 NC Amphibian and Reptile Conservation Biologist, Raleigh, NC Labutti Kurt Michael 2006 Senior Bioinformatics analyst, Broad Institute, Boston MA Marsh Amanda BIOL 2006 Environmental Consultant at CHA, Blacksburg VA McClanahan Ana BIOL 2006 Biology Instructor, Beaufort Community College, Washington, NC Murauskas Joshua BIOL 2006 Fisheries Biologist, Wenatchee, WA BIOL Recreational Fisheries Biologist, Dept of Environment and Natural Register Kelly 2006 Resources, NC Smith Michael C 2006 Coordinator, ECU Citizens Monitoring Network, NC Stockman Amy BIOL 2006 IDPBS Student, ECU, NC Voss Christine BIOL 2006 Post doc researcher, UNC CH and Institute of Marine Science, NC Whitman Audy BIOL 2006 Biology Instructor, Lenoir Community College, NC Wigent Cass BIOL 2006 ECU School of Nursing BIOL PhD student, Dept Biochemistry and Molecular Biology, BSOM, Contreras Vince 2005 ECU, NC Hanna Richard MBBT 2005 PhD student, IDPBS, ECU NC Ojeda Jennifer BIOL 2005 Research Assistant, Dept Microbiology Immunology, BSOM, NC Woodlief Tracey BIOL 2005 Research Associate, ECU Diabetes and Obesity Institute, NC BIOL Christopher Science and Technical Coordinator, Delaware Center for the Inland Bason W 2004 Bays, DE Beamer David A BIOL 2004 PhD student, IDPBS, ECU, NC Chester Rebecca E BIOL 2004 plant ecologist, Natl Park Service Cudney Jennifer BIOL 2004 Head technician, Aquatic Ecology Lab, Ohio Division of Wildlife Fish Robert BIOL 2004 Medical Student, Brody School of Medicine, ECU, NC Hamden Khalief MBBT 2004 Medical Student, Brody School of Medicine, ECU Johnson Sarah BIOL 2004 PhD Student, Dept of Botany, U of Wisconsin (don waller)

84 BIOL PhD student, Biology, School of Life Sciences, Arizona State Univ, Meltzer Kate 2004 AZ Moore Shawn BIOL 2004 PhD Student, Dept of Education ECU NC Morrison Sandra BIOL 2004 Staff scientist, USGS Great Lakes Ctr, Ann Arbor Michigan O'Neal Jessi BIOL 2004 Fisheries Biologist, Dept of Environment and Natural Resources, NC Snow Holly Research Technician, Dept of Biochemistry and Molecular Biology, BIOL 2004 BSOM, ECU, NC Williams Ray 2004 Student, Brody School of Medicine, ECU NC BIOL PhD student, Genetics and Molecular Biology, UNC Chapel Hill, Burch Brandon D 2003 NC BIOL Marine Biologist, NEFSC/South East Fisheries Center, Narragansett, Marancik Katrin 2003 RI Gloeckner David BIOL 2002 Research Scientist, NOAA, NC

85 Appendix C. Degree Program/Degree Concentrations

Undergraduate

C.1. Degree programs BS Biology CIP code 26.0101 BS Biochemistry CIP code 26.0202

C.2. Numbers who enroll in our programs (see table in section 3.1 enrollment for numbers of declared majors, which include some sophomores, but mostly juniors and seniors): intents of undeclared freshmen, and sophomores who have not declared

Year Fall 2008 Spring Fall Spring Fall Spring 2009 2009 2010 2010 2011 BS Biology 546 360 463 332 556 464

BS 35 23 44 29 45 32 Biochemistry

C.3. Check sheets for undergraduate majors:

STUDENT ACADEMIC RECORD Bachelor of Science in Biology (Effective Spring 2007)

FOUNDATIONS COURSES (FC) COGNATE COURSES (WI) English (6 sh) (WI) Mathematics (9 sh) (X) ENGL 1100 3 _____ MATH 1065 3 _____ (X) ENGL 1200 3 _____ MATH 2121 3 _____ MATH 2122 3 _____

Health, Exercise & Sports Science (3 sh) HLTH 1000 2 _____ Chemistry (16 sh) EXSS 1000 1 _____ CHEM 1150 3 _____ CHEM 1151 1 _____ Humanities & Fine Arts (10 sh) CHEM 1160 3 _____ Humanities (at least 1 course selected from CHEM 1161 1 _____ Literature or PHIL) CHEM 2750 3 _____ ( ) ______CHEM 2753 1 _____ ( ) ______CHEM 2760 3 _____ ( ) ______CHEM 2763 1 _____

Fine Arts (at least 1 course selected from Physics (8 sh) ART, DNCE, MUSC, THEA, SPCH) PHYS 1250/1251 4 _____ ( ) ______

86 ( ) ______PHYS 1260/1261 4 _____ ( ) ______

Social Sciences (12 sh from at least 3 of the BIOLOGY Following: ANTH, ECON, GEOG, HIST, Required (15 sh) POLS, SOCI, or PSYC) BIOL 1100/1101 4 _____ ( ) ______BIOL 1200/1201 4 _____ ( ) ______BIOL 2250 3 _____ ( ) ______BIOL 2251 1 _____ ( ) ______BIOL 2300 3 _____

Biology Electives (25 sh) RESEARCH SKILLS OPTION (9 sh) ( ) ______1. Foreign Language (THRU LEVEL 1003) ( ) ______( ) ______( ) ______( ) ______2. Quant./Commun. (at least one course in ( ) ______statistics, 1 in cptr programming, & 1 in ( ) ______technical writing) ( ) ______GENERAL ELECTIVES (to bring total to ( ) ______at least 126 sh) ( ) ______( ) ______3. Relevant Cognate Area ( ) ______( ) ______( ) ______( ) ______( ) ______( ) ______( ) ______

Courses not counting towards any degree: MATH 0001, 0045, READ 1032, 1033, 1034 and EDUC 1000 All students must complete 12 s. h. of writing intensive (WI) coursework. ENGL 1100/1200 satisfies 6 s. h. You must also complete 3 s. h. (WI) in the major (Biology). The remaining 3 sh (WI) can be in any area.

Bachelor of Science in Biochemistry (Effective Fall 2006)

______Catalog going by ______to ______Last Name First M. I. Banner ID ______

GENERAL EDUCATION (WI) Chemistry (31 sh) (WI) English ( 6 sh) CHEM 1150 3 _____ (X) ENGL 1100 3 _____ CHEM 1151 1 _____ (X) ENGL1200 3 _____ CHEM 1160 3 _____ CHEM 1161 1 _____ Health & Physical Education (3 sh) (X) CHEM 2250 3 _____ ( ) HLTH 1000 2 _____ (X) CHEM 2251 2 _____ EXSS 1000 1 _____ CHEM 2750 3 _____ CHEM 2753 1 _____ Humanities & Fine Arts (10 sh) CHEM 2760 3 _____ Humanities ( at least 1 course Lit or Phil) CHEM 2763 1 _____ ( ) ______Choose either: (X)CHEM 3850/3851 (5sh) OR

87 CHEM 3950/3951 (5sh) ( ) ______Choose either: (X)CHEM 3960/3961 (5sh) OR BIOL 4504,4514, & 3550 (5sh) ( ) ______

Fine Arts (at least 1 course from ART, DNCE, MUSC, SPCH, or THEA) BIOLOGY ( ) ______Required Biology (22 sh) ( ) ______BIOL 1100/1101 4 _____ BIOL 1200/1201 4 _____ Social Sciences (12 sh from at least 3 of the BIOL 2300 3 _____ following: (ANTH, ECON, HIST, GEOG, POLS, OR SOCI) BIOL 3310/11 4 _____ ( ) ______BIOL 5800 3 _____ ( ) ______BIOL 5810 3 _____ ( ) ______BIOL 5821 1 _____ ( ) ______Recommended Electives (6sh) BIOL 2100, 5870 _____ COGNATE COURSES MATH 4331 _____ Mathematics (18‐20 sh ) Or others in consultation with advisor MATH 1065 3 _____ ( ) ______MATH 1083 (3sh) OR MATH 1085 (5sh) ( ) ______MATH 2171 4 _____ ( ) ______MATH 2172 4 _____ MATH 2173 4 _____ GENERAL ELECTIVES (to total at least 126 sh) ( ) ______Physics (10 sh) ( ) ______PHYS 2350 4 _____ ( ) ______PHYS 2360 4 _____ PHYS 1251 1 _____ PHYS 1261 1 _____

C.4. Detailed BS curricula for each concentration

Students may concentrate in one of the five areas specified below or choose a more general course of study. A maximum of 6 sh (research credits) of BIOL 3504, 3550, 4504, 4514, 4550, 5995 may count toward biology electives without consent of the Department Chair or the Director of Undergraduate Studies.

Ecology/Environmental Biology BIOL 3070, 3071. Survey of Plants and Fungi (4,0) (P: BIOL 1050, 1051 or 1060, 1061 or 1200, 1201) BIOL 3230, 3231. Field Botany (4,0) (F,S,SS) (P: BIOL 1050, 1051 or 1100, 1101; C for 3230: 3231; C for 3231: 3230) BIOL 3240, 3241. Field Zoology (4,0) (F) (P: BIOL 1060 or 2250)

88 BIOL 3310, 3311. Cellular Physiology (4,0) (F,S,SS) (P: CHEM 1120 and 1130, or 2650 or 2750 or 2770) BIOL 3320. Principles of Animal Physiology (3) (F,S,SS) P: CHEM 2650 or 2750 or 2770) BIOL 3321. Principles of Animal Physiology Laboratory (1) (C: BIOL 3320) BIOL 3660. Introduction to Marine Biology (3) (F,S,SS) (P/C: BIOL 2250, 2251) BIOL 3661. Introduction to Marine Biology Laboratory (1) (F,S) (C: BIOL 3660) BIOL 4200, 4201. Population and Community Ecology (4,0) (4200:WI) (S) (P: BIOL 2250, 2251, 2300; CHEM 1150, 1151; RP: CHEM 1160, 1161; MATH 2121 or 1 statistics course) BIOL 4300, 4301. Ecosystem Ecology (4,0) (WI) (F) (P: BIOL 2250, 2251) BIOL 4320. Ecological Responses to Global Climate Change (3) (S) (P: BIOL 2250, 2251) BIOL 4504, 4514. Research Problems in Biology (2,2) (WI, WI) (F,S,SS) (P: Consent of instructor) BIOL 5070, 5071. Ornithology (4,0) (F) (P: 8 sh in BIOL) BIOL 5150, 5151. Herpetology (4,0) (S) (P: 8 sh in BIOL) BIOL 5200, 5201. Invertebrate Zoology (4,0) (F) (P: 6 sh in BIOL) BIOL 5220, 5221. Limnology (4,0) (S) (P: BIOL 2250, 2251; or consent of instructor) BIOL 5230, 5231. Phycology (4,0) (P: BIOL 1200, 1201) BIOL 5260, 5261. Microbial Ecology (4,0) (S) (P: BIOL 2250, 2251, 3220, 3221; or consent of instructor) BIOL 5270. Marine Community Ecology (3) (S) (P: BIOL 2250, 2251; or consent of instructor) BIOL 5351. Biological Processes and the Chemistry of Natural Water (2) (S) (P: BIOL 2250, 2251; 2 CHEM courses; or consent of instructor) BIOL 5550, 5551. Ichthyology (4,0) (F) BIOL 5640, 5641. Entomology (4,0) (F) (P: 12 sh in BIOL) BIOL 5730, 5731. Animal Physiological Ecology (4,0) (S) (P: BIOL 2250, 2251; 3310, 3311 or 3320, 3321 or 5800; or consent of instructor) BIOL 5950, 5951. Taxonomy of Vascular Plants (4,0) (F) (P: 12 sh in biology or consent of instructor; RP: BIOL 2250, 2251)

Marine Biology BIOL 3660. Introduction to Marine Biology (3) (F,S,SS) (P/C: BIOL 2250, 2251) BIOL 3661. Introduction to Marine Biology Laboratory (1) (F,S) (C: BIOL 3660) BIOL 4504, 4514. Research Problems in Biology (2,2) (WI, WI) (F,S,SS) (P: Consent of instructor) BIOL 5200, 5201. Invertebrate Zoology (4,0) (F) (P: 6 sh in BIOL) BIOL 5220, 5221. Limnology (4,0) (S) (P: BIOL 2250, 2251; or consent of instructor) BIOL 5230, 5231. Phycology (4,0) (P: BIOL 1200, 1201) BIOL 5270. Marine Community Ecology (3) (S) (P: BIOL 2250, 2251; or consent of instructor) BIOL 5351. Biological Processes and the Chemistry of Natural Water (2) (S) (P: BIOL 2250, 2251; 2 CHEM courses; or consent of instructor) BIOL 5550, 5551. Ichthyology (4,0) (F) BIOL 5600, 5601. Fisheries Techniques (3,0) (F,S) (F) (P: BIOL 2250, 2251; or equivalent) BIOL 5680. Current Topics in Coastal Biology (2) (S) (P: Consent of instructor) GEOL 1550. Oceanography (4) (S) (FC:SC) GEOL 5300. Geology of Coastal Processes and Environments (3) (S) (P: GEOL 1550, 4010, 4011; or consent of instructor)

89

Microbiology BIOL 2100, 2101. Basic Laboratory Methods for Biotechnology (3,0) (F,SS) (Formerly BIOL 3100, 3101) (P: BIOL 1100, 1101; MATH 1065; CHEM 1020, 1021 or 1120, 1121 or 1150, 1151) BIOL 3220, 3221. Microbiology (4,0) (F) (P: BIOL 1200, 1201; CHEM 2650 or 2750) BIOL 3310, 3311. Cellular Physiology (4,0) (F,S,SS) (P: CHEM 1120 and 1130, or 2650 or 2750 or 2770) BIOL 4130. Astrobiology (3) (WI) (F) (P: BIOL 2250, 2300 RP: BIOL 3220) BIOL 4170. Immunology I (3) (F) (P: BIOL 2300 or consent of instructor) BIOL 4220. Microbes and Immunity (3) (WI*) (S, SS) (P: BIOL 2110, 2111 or 3220, 3221) BIOL 4504, 4514. Research Problems in Biology (2,2) (WI, WI) (F,S,SS) (P: Consent of instructor) BIOL 5260, 5261. Microbial Ecology (4,0) (P: BIOL 2250, 2251, 3220, 3221; or consent of instructor) BIOL 5800. Principles of Biochemistry I (3) (F,S) (P: CHEM 2760, 2763, BIOL 3310, 3311) or BIOL 5810. Principles of Biochemistry II (3) (F,S) (P: CHEM 2760, 2763, BIOL 3310, 3311) BIOL 5821. Principles of Biochemistry Laboratory (1) (F,S) (P/C: BIOL 5800 or 5810) BIOL 5870. Molecular Biology of the Gene (3) (F) (P: BIOL 2300) BIOL 5890. Virology (3) (S,SS) (P: BIOL 3220, 3221; or consent of instructor)

Molecular Biology and Biotechnology BIOL 2100, 2101. Basic Laboratory Methods for Biotechnology (3,0) (F,SS) (Formerly BIOL 3100, 3101) (P: BIOL 1100, 1101; MATH 1065; CHEM 1020, 1021 or 1120, 1121 or 1150, 1151) BIOL 3220, 3221. Microbiology (4,0) (F) (P: BIOL 1200, 1201; CHEM 2650 or 2750) BIOL 3310, 3311. Cellular Physiology (4,0) (F,S,SS) (P: CHEM 1120 and 1130, or 2650 or 2750 or 2770) BIOL 4170. Immunology I (3) (F) (P: BIOL 2300; or consent of instructor) BIOL 4240. Genome Evolution (3) (P: BIOL 2300 or consent of instructor) BIOL 4504, 4514. Research Problems in Biology (2,2) (WI, WI) (F,S,SS) (P: Consent of instructor) BIOL 5260, 5261. Microbial Ecology (4,0) (S) (P: BIOL 2250, 2251, 3220, 3221; or consent of instructor) BIOL 5510, 5511. Transmission Electron Microscopy (4) (S) (P: Senior standing as BIOL major or consent of instructor) BIOL 5520, 5521. Scanning Electron Microscopy and X-Ray Analysis (2,0) (F,SS) (P: Senior standing as BIOL major or consent of instructor) BIOL 5800, 5810. Principles of Biochemistry I, II (3,3) (F,S) (P: CHEM 2760, 2763, BIOL 3310, 3311) BIOL 5821. Principles of Biochemistry Laboratory (1) (F,S) (P/C: BIOL 5800 or 5810) BIOL 5870. Molecular Biology of the Gene (3) (F) (P: BIOL 2300) BIOL 5890. Virology (3) (S,SS) (P: BIOL 3220, 3221; or consent of instructor) BIOL 5900, 5901. Biotechniques and Laboratory (2,3) (S) (P: BIOL 2100, 2101, 5870; consent of instructor; RP: BIOL 5810)

Physiology, Anatomy, and Cell Biology BIOL 3220, 3221. Microbiology (4,0) (F) (P: BIOL 1200, 1201; CHEM 2650 or 2750) BIOL 3310, 3311. Cellular Physiology (4,0) (F,S,SS) (P: CHEM 1120 and 1130, or 2650 or 2750 or 2770) BIOL 3320. Principles of Animal Physiology (3) (F,S,SS) P: CHEM 2650 or 2750 or 2770) BIOL 3321. Principles of Animal Physiology Laboratory (1) (F,S,SS) (C: BIOL 3320)

90 BIOL 4040. Human Genetics (3) (S) (P: BIOL 2300) BIOL 4050, 4051. Comparative Anatomy (4,0) (F) (P: BIOL 1100, 1200) BIOL 4060, 4061. Embryology (4,0) (P: BIOL 2300) BIOL 4170. Immunology I (3) (F) (P: BIOL 2300 or consent of instructor) BIOL 4504, 4514. Research Problems in Biology (2,2) (WI, WI) (F,S,SS) (P: Consent of instructor) BIOL 5450, 5451. Histology (4,0) (F) (P: 4 BIOL courses) BIOL 5630, 5631. Comparative Animal Physiology (4,0) (S) (P: 2 BIOL and 2 organic chemistry courses) BIOL 5870. Molecular Biology of the Gene (3) (F) (P: BIOL 2300)

In addition, BS Biology majors require 9 sh of Research Skills, which can be fulfilled in three ways: 1) Foreign language through level 1003. 2) Quantitative and communication skills (1 course each in scientific writing, statistics, and computer programming.) Recommended courses: ENGL 3820. Scientific Writing (3) (WI) (F,S) (P: ENGL 1200) or ITEC 3290. Technical Writing (3) (WI) (F,S,SS)(P: ENGL 1200) or a course in scientific writing MATH 2228. Elementary Statistical Methods I (3) (F,S,SS) (P: MATH 1065 or equivalent) MIS 2223. Introduction to Computers (3) (F,S,SS) or ACCT 2401. Financial Accounting (3) (F,S,SS) (P: MATH 1065 or 1066 or 2119 or 2121 or 2171) 3) Relevant cognate area courses chosen to meet this requirement must be planned through consultation with a faculty advisor and approved in advance by the dept chair and the dept director of undergraduate studies. Recommended for microbiology and molecular biology/biotechnology: CHEM 2250, 2251. Quantitative and Instrumental Analysis (3,2) (WI, WI) (F,S) (P: CHEM 1160, 1161; CHEM 2650 or 2750) MIS 2223. Introduction to Computers (3) (F,S,SS)

Graduate

C.5. Curriculum Requirements for the Masters Degrees in Biology CIP 26.0101 (General Biology) Annual Student Enrollment: 10-15

MS IN BIOLOGY 1. Core:BIOL6880,7000*;BIOL7900orBIOS7021or7022;and7 sh of electives...... 15sh 2.Concentrationarea(Chooseaminimumof15 sh fromonearea.)...... 15sh Cell biology: BIOL 5450, 5451, 5630, 5631, 5800, 5810, 5821, 5870, 5890, 5900, 5901, 6030, 6082, 6083, 6100, 6120, 6130, 6200, 6230, 6231, 6250, 6251, 6300, 6301, 6504, 6900, 7080, 7090, 7091, 7130, 7170, 7180, 7181, 7190, 7210, 7211, 7212, 7213, 7240, 7345, 7370, 7480, 7481, 7870, 7880, 7881, 7890, 7895. Environmental and organismic biology: BIOL 5070, 5071, 5150, 5151, 5200, 5201, 5220, 5221, 5230, 5231, 5260, 5261, 5270, 5351, 5400,

91 5401, 5550, 5551, 5600, 5601, 5640, 5641, 5680, 5730, 5731, 5740, 5741, 5950, 5951, 6010, 6040, 6041, 6071, 6210, 6220, 6514, 6700, 6800, 6820, 6821, 6850, 6860, 6910, 7020, 7021, 7300, 7350, 7360, 7630, 7920. *BIOL 7000 may be repeated for registration status, but only 6 sh may count toward graduation.

C.6. Masters Degree In Molecular Biology / Biotechnology CIP 26.0204 (Molecular Biology) Annual Student Enrollment: 10-15

MS IN MOLECULAR BIOLOGY AND BIOTECHNOLOGY Applicants must complete courses or demonstrate competency in genetics, microbiology, and basic molecular technology. The degree requires 30 sh of credit as follows. 1. Required courses(12sh):BIOL5870or7870,5800,5821,6880,7000*. 2. A minimum of 14sh(including two of the**courses) must be taken from the following: BIOL5260,5261,5510, 5511, 5520, 5521, 5890, 5900**, 5901**, 5930, 5931, 6030, 6082, 6083, 6100, 6120, 6200, 6230, 6231, 6250**, 6251**, 6504, 6514, 6992, 6993, 7080, 7180**, 7181**, 7190, 7210, 7211, 7212, 7213, 7480**, 7481**, 7880, 7881, 7890, 7895. 3. Electives:A maximum of 4sh may be designated at the candidate’s option as elective hours with the approval of the graduate director and the candidate’s advisor, to complete graduation requirements of 30 sh for this degree.

*BIOL 7000 may be repeated for registration status, but only 6 sh may count toward graduation.

Internship Option: Qualified students will be encouraged to spend from six months to one year in an internship at an industrial or governmental research laboratory. From 2-5 sh of internship credit can be applied toward the degree.

C.7. Curriculum Requirements for the PhD in Interdisciplinary Biological Sciences

C.7.1. Research Requirement IDPBS students are required to conduct an original, independent research project under the supervision of their Advisor (Mentor). The research project is a major component of the graduate curriculum, and serves as the basis of the dissertation, which reports the results of the investigation in relation to the existing scientific knowledge. Students are expected to present portions of their dissertation research at regional, national or international scientific meetings, and publish their findings is peer-reviewed journals. Details of the presentation and publication of the dissertation research is determined by the student’s Mentor or Graduate Advisory Committee.

C.7.2. Course Requirements IDPBS Students must meet all requirements specified in their approved program of study in order to obtain a degree. However, the student's Graduate Advisory Committee can elect to alter the approved program requirements when such changes are beneficial to the student. Recommended changes in the program of study are submitted in writing to the Program Director for review and approval. A program of study is prepared and submitted to the Director by the beginning of the third semester of study.

92

Core Curriculum

General Core (8 sh) BISC 8815/BIOL 8815/CHEM 8815/ Seminar (1 sh, taken 3X) 3 sh HUMS 7004 Ethics and Research 2 sh BIOS 6022 Biostatistics for Health Professionals or PSYC 6430 Statistics and Research Design or PHAR 7777 Biometry or BIOL 8900 Ecological Statistics 3 sh

Molecular/Cellular Core (3-4 sh) (students must choose at least one of the following) BIOC 7301 Biochemistry I 4 sh BIOC 7310 Molecular Biochemistry 3 sh BIOL 7870 Molecular Genetics 3 sh BIOL 7480/7481 Cell Biology 4 sh ANAT 7202/MCBI 7410 Cell Biology 4 sh CHEM 7540 Biophysical Techniques for Studying Biological Structure 3 sh

Research Core (25- 36 sh) BISC 8810/BIOL 8810/CHEM 8810 Methods and Techniques in Experimental Biology [Lab rotation] 3 sh BISC 8830/ BIOL 8830/CHEM 8830 Introduction to Research, (a minimum of 10 and a maximum of 15 sh) 10-15 sh Dissertation (a minimum of 12 and a maximum of 18 sh) 12-18 sh

TOTAL Core 36-48 sh

Curriculum: Biology

Required (7-8 sh)

1 Advanced course in statistics (choose one from the following): BIOS 5450 Applied Multivariate Analysis 3 sh BIOS 5500 Nonparametric Statistical Methods 3 sh BIOS 6501 Experimental Design I 3 sh MATH 6802 Statistical Inference 3 sh GEOG 6150 Quantitative Methods in Geography 3 sh BIOL 7850* Biometry 3 sh PHAR 7777 Biometry 3 sh

Advanced topics courses (choose two from of the following):

93 BIOL 6030 Topics in Cell Biology 3 sh BIOL 6120 Advances in Molecular Biology 2 sh BIOL 6130 Advances in Developmental Biology 2 sh BIOL 6220 Evolution: Topics for advanced students 3 sh BIOL 6850 Advances in Ecology 2 sh

Electives (must complete 7-8 sh minimum from the list)

BIOC 7301 Biochemistry I 4 sh BIOL 6040 Animal Behavior 4 sh BIOL 6082 Fundamentals of Vertebrate Endocrinology 3 sh BIOL 6090 Experimental Embryology 4sh BIOL 6210 Phylogenetic Theory 3 sh BIOL 6700 Plant Physiological Ecology 2 sh BIOL 6800 Population Ecology 3 sh BIOL 6820 Systems Ecology 3 sh BIOL 6900 Vertebrate Reproductive Biology 3 sh BIOL 7010 Estuarine Ecology 3sh BIOL 7020 Marine Biology 3 sh BIOL 7170 Immunology 3 sh BIOL 7215 Advanced Topics in Phylogenetic Theory 3 sh BIOL 7360 Fisheries Management 3sh BIOL 7370 Biological Effects of Radiation 3 sh BIOL 7480 Cell Biology 4 sh BIOL 7870 Molecular Genetics 3 sh MCBI 7440 Advanced Molecular Genetics 4 sh MCBI 7400 Immunology and Virology 4 sh

Curriculum: Biomedical Science

Required (13-14 sh) One of these will have been taken as part of the core.

MCBI 7400 Immunology and Virology 4 sh OR BIOL 7170 Immunology 3sh BISC 8810 Methods and Techniques 3 sh @ BIOC 7301 Biochemistry I 4 s.h BIOC 7310 OR BIOL 7870Molecular Biology 3 sh ANAT7202/MCBI 7410 Molecular Cell Biology OR BIOL 7480/1 Cell Biology 4 sh

Electives (Must complete at least four sh from list excluding those for BISC 8820)

BISC 8820 Current Topics 2 sh PATH 8800 Principles of Pathology 4 sh PHLY 7701 Graduate Cellular Physiology 3 sh

94 PHLY 7702 Graduate Organ Systems Physiology 5 sh PHLY 7704 Physiological Proteogenomics 4 sh NEUR 7000 Cellular and Molecular Neuroscience 3 sh NEUR 7001 Behavioral and Integrative Neuroscience 3 sh MCBI 7440 Advanced Molecular Genetics 4 sh MCBI 7450 Immunology 4 sh BIOC 7345 Cell Motility 2 sh BIOC 8320 Biochemistry II 4 sh CMED 7100 Animal Research Methods 2 sh PHAR 7609 Introduction to Pharmacology 3 sh PHAR 7610 Basic Mechanisms of Drug Action 3 sh

@ may be repeated for credit

Curriculum: Chemistry

Required (choose 6 sh from the following, courses taken as part of the Molecular/Cellular core may not be counted towards this requirement)

BIOC 7301 Biochemistry I 4 sh BIOC 7310 Molecular Biochemistry 3 sh CHEM 7520 Pharmaceutical Analysis 3 sh CHEM 7530 Medicinal Chemistry 3 sh CHEM 7532 Organic Synthesis 3 sh CHEM 7540 Biophysical Techniques for Studying Biological Structure 3 sh CHEM 7541 Biomolecular Modeling Techniques and Applications 3 sh

Electives (must complete a minimum of 9 sh, courses taken as part of the other requirements may not be counted for elective credit)

CHEM 7520 Pharmaceutical Analysis 3 sh CHEM 7530 Medicinal Chemistry 3 sh CHEM 7532 Organic Synthesis 3 sh CHEM 7540 Biophysical Techniques for Studying Biological Structure 3 sh CHEM 7541 Biomolecular Modeling Techniques and Applications 3 sh CHEM 7522 Current Good Manufacturing Practices (cGMP) Methods 3 sh CHEM 7993 Pharmaceutical Internship (maximum of 6 sh) 3 sh @ PHAR 7610 Basic Mechanism of Drug Action 3 sh BIOC 7301 Biochemistry I 4 sh BIOC 7310 Molecular Biochemistry 3 sh BIOC 8305 Physical Biochemistry 2 sh BIOL 7810 or BIOC 7310 Molecular Biology 3 sh

95 CHEM 8820 Current Topics in Biological Chemistry 2 sh@ CHEM 8830 Current Topics in Biological Chemistry 3 sh@ BIOL 7170 Immunology 3 sh BIOL 7480 Cell Biology 4 sh BIOL 7870 Molecular Genetics 3 sh MCBI 7440 Advanced Molecular Genetics 4 sh MCBI 7400 Immunology and Virology 4 sh

@ May be repeated for credit.

Dissertation Research, PATH/BIOL/CHEM 9000, is required each semester from candidacy until the final dissertation has been submitted. Credit is given for up to six repetitions of PATH/BIOL/CHEM 9000 (18 units). The PhD degree requires 72 units, 40 of which must be completed by the end of the semester in which the student is admitted to candidacy.

96 C.7. Graduate Thesis Evaluation Form

97 C.8. Graduate Student Teaching Evaluation Rubric

EVALUATION OF TEACHING ASSISTANT (TA)

Please complete this form during your assigned evaluation of a teaching assistant and submit it to Dr. Terry West within a week of the evaluation.

TA Name______Class for which the student served as a TA

______

Name of person evaluating TA Number of students in class

______

Date evaluation occurred ______

Main duties the TA performed during the observed class:

Rank the student on the activities described below by circling the appropriate number of points for each category. One (1) is the lowest rank and four (4) is the highest rank. Check N/A if you were unable to observe a particular activity.

Category 1: Organization Needs Does N/A Improvement Well Prepared for class 1 2 3 4 Begins class on time 1 2 3 4 Provides needed information in a timely 1 2 3 4 manner Clearly states goals or objectives for class 1 2 3 4 session Makes connections to previous class 1 2 3 4 sessions

98 Reiterates main points 1 2 3 4 Presents topics in a logical sequence or 1 2 3 4 flow Professional in appearance and conduct 1 2 3 4

Category 2: Content and Presentation Needs Does N/A Improvement Well Selects examples relevant to student 1 2 3 4 experiences and course content Demonstrates command of subject matter 1 2 3 4 Demonstrates command of techniques 1 2 3 4 and equipment needed Communicates content clearly 1 2 3 4 Communicates a sense of enthusiasm for 1 2 3 4 subject Presentation style facilitates student 1 2 3 4 learning Clearly explains directions or procedures 1 2 3 4 to students Carefully explains assignments 1 2 3 4

Category 3: Interaction with Students Needs Does N/A Improvement Well Establishes an environment that 1 2 3 4 encourages students’ participation and questions Responds constructively to students’ 1 2 3 4 questions, opinions and comments Treats all students in a fair and equitable 1 2 3 4 manner Prompts students to answer difficult 1 2 3 4 questions and solve complex problems by providing clues and encouragement Facilitates student-to-student 1 2 3 4 communication and interaction

Overall Areas of Strength:

Areas Needing Improvement:

Would you recommend that this student be hired again as a TA? Explain.

99 Appendix C. Degree Program/Degree Concentrations

Undergraduate

C.1. Degree programs BS Biology CIP code 26.0101 BS Biochemistry CIP code 26.0202

C.2. Numbers who enroll in our programs (see table in section 3.1 enrollment for numbers of declared majors, which include some sophomores, but mostly juniors and seniors): intents of undeclared freshmen, and sophomores who have not declared

Year Fall 2008 Spring Fall Spring Fall Spring 2009 2009 2010 2010 2011 BS Biology 546 360 463 332 556 464

BS 35 23 44 29 45 32 Biochemistry

C.3. Check sheets for undergraduate majors:

STUDENT ACADEMIC RECORD Bachelor of Science in Biology (Effective Spring 2007)

FOUNDATIONS COURSES (FC) COGNATE COURSES (WI) English (6 sh) (WI) Mathematics (9 sh) (X) ENGL 1100 3 _____ MATH 1065 3 _____ (X) ENGL 1200 3 _____ MATH 2121 3 _____ MATH 2122 3 _____

Health, Exercise & Sports Science (3 sh) HLTH 1000 2 _____ Chemistry (16 sh) EXSS 1000 1 _____ CHEM 1150 3 _____ CHEM 1151 1 _____ Humanities & Fine Arts (10 sh) CHEM 1160 3 _____ Humanities (at least 1 course selected from CHEM 1161 1 _____ Literature or PHIL) CHEM 2750 3 _____ ( ) ______CHEM 2753 1 _____ ( ) ______CHEM 2760 3 _____ ( ) ______CHEM 2763 1 _____

Fine Arts (at least 1 course selected from Physics (8 sh) ART, DNCE, MUSC, THEA, SPCH) PHYS 1250/1251 4 _____ ( ) ______

100 ( ) ______PHYS 1260/1261 4 _____ ( ) ______

Social Sciences (12 sh from at least 3 of the BIOLOGY Following: ANTH, ECON, GEOG, HIST, Required (15 sh) POLS, SOCI, or PSYC) BIOL 1100/1101 4 _____ ( ) ______BIOL 1200/1201 4 _____ ( ) ______BIOL 2250 3 _____ ( ) ______BIOL 2251 1 _____ ( ) ______BIOL 2300 3 _____

Biology Electives (25 sh) RESEARCH SKILLS OPTION (9 sh) ( ) ______1. Foreign Language (THRU LEVEL 1003) ( ) ______( ) ______( ) ______( ) ______2. Quant./Commun. (at least one course in ( ) ______statistics, 1 in cptr programming, & 1 in ( ) ______technical writing) ( ) ______GENERAL ELECTIVES (to bring total to ( ) ______at least 126 sh) ( ) ______( ) ______3. Relevant Cognate Area ( ) ______( ) ______( ) ______( ) ______( ) ______( ) ______( ) ______

Courses not counting towards any degree: MATH 0001, 0045, READ 1032, 1033, 1034 and EDUC 1000 All students must complete 12 s. h. of writing intensive (WI) coursework. ENGL 1100/1200 satisfies 6 s. h. You must also complete 3 s. h. (WI) in the major (Biology). The remaining 3 sh (WI) can be in any area.

Bachelor of Science in Biochemistry (Effective Fall 2006)

______Catalog going by ______to ______Last Name First M. I. Banner ID ______

GENERAL EDUCATION (WI) Chemistry (31 sh) (WI) English ( 6 sh) CHEM 1150 3 _____ (X) ENGL 1100 3 _____ CHEM 1151 1 _____ (X) ENGL1200 3 _____ CHEM 1160 3 _____ CHEM 1161 1 _____ Health & Physical Education (3 sh) (X) CHEM 2250 3 _____ ( ) HLTH 1000 2 _____ (X) CHEM 2251 2 _____ EXSS 1000 1 _____ CHEM 2750 3 _____ CHEM 2753 1 _____ Humanities & Fine Arts (10 sh) CHEM 2760 3 _____ Humanities ( at least 1 course Lit or Phil) CHEM 2763 1 _____ ( ) ______Choose either: (X)CHEM 3850/3851 (5sh) OR

101 CHEM 3950/3951 (5sh) ( ) ______Choose either: (X)CHEM 3960/3961 (5sh) OR BIOL 4504,4514, & 3550 (5sh) ( ) ______

Fine Arts (at least 1 course from ART, DNCE, MUSC, SPCH, or THEA) BIOLOGY ( ) ______Required Biology (22 sh) ( ) ______BIOL 1100/1101 4 _____ BIOL 1200/1201 4 _____ Social Sciences (12 sh from at least 3 of the BIOL 2300 3 _____ following: (ANTH, ECON, HIST, GEOG, POLS, OR SOCI) BIOL 3310/11 4 _____ ( ) ______BIOL 5800 3 _____ ( ) ______BIOL 5810 3 _____ ( ) ______BIOL 5821 1 _____ ( ) ______Recommended Electives (6sh) BIOL 2100, 5870 _____ COGNATE COURSES MATH 4331 _____ Mathematics (18‐20 sh ) Or others in consultation with advisor MATH 1065 3 _____ ( ) ______MATH 1083 (3sh) OR MATH 1085 (5sh) ( ) ______MATH 2171 4 _____ ( ) ______MATH 2172 4 _____ MATH 2173 4 _____ GENERAL ELECTIVES (to total at least 126 sh) ( ) ______Physics (10 sh) ( ) ______PHYS 2350 4 _____ ( ) ______PHYS 2360 4 _____ PHYS 1251 1 _____ PHYS 1261 1 _____

C.4. Detailed BS curricula for each concentration

Students may concentrate in one of the five areas specified below or choose a more general course of study. A maximum of 6 sh (research credits) of BIOL 3504, 3550, 4504, 4514, 4550, 5995 may count toward biology electives without consent of the Department Chair or the Director of Undergraduate Studies.

Ecology/Environmental Biology BIOL 3070, 3071. Survey of Plants and Fungi (4,0) (P: BIOL 1050, 1051 or 1060, 1061 or 1200, 1201) BIOL 3230, 3231. Field Botany (4,0) (F,S,SS) (P: BIOL 1050, 1051 or 1100, 1101; C for 3230: 3231; C for 3231: 3230) BIOL 3240, 3241. Field Zoology (4,0) (F) (P: BIOL 1060 or 2250)

102 BIOL 3310, 3311. Cellular Physiology (4,0) (F,S,SS) (P: CHEM 1120 and 1130, or 2650 or 2750 or 2770) BIOL 3320. Principles of Animal Physiology (3) (F,S,SS) P: CHEM 2650 or 2750 or 2770) BIOL 3321. Principles of Animal Physiology Laboratory (1) (C: BIOL 3320) BIOL 3660. Introduction to Marine Biology (3) (F,S,SS) (P/C: BIOL 2250, 2251) BIOL 3661. Introduction to Marine Biology Laboratory (1) (F,S) (C: BIOL 3660) BIOL 4200, 4201. Population and Community Ecology (4,0) (4200:WI) (S) (P: BIOL 2250, 2251, 2300; CHEM 1150, 1151; RP: CHEM 1160, 1161; MATH 2121 or 1 statistics course) BIOL 4300, 4301. Ecosystem Ecology (4,0) (WI) (F) (P: BIOL 2250, 2251) BIOL 4320. Ecological Responses to Global Climate Change (3) (S) (P: BIOL 2250, 2251) BIOL 4504, 4514. Research Problems in Biology (2,2) (WI, WI) (F,S,SS) (P: Consent of instructor) BIOL 5070, 5071. Ornithology (4,0) (F) (P: 8 sh in BIOL) BIOL 5150, 5151. Herpetology (4,0) (S) (P: 8 sh in BIOL) BIOL 5200, 5201. Invertebrate Zoology (4,0) (F) (P: 6 sh in BIOL) BIOL 5220, 5221. Limnology (4,0) (S) (P: BIOL 2250, 2251; or consent of instructor) BIOL 5230, 5231. Phycology (4,0) (P: BIOL 1200, 1201) BIOL 5260, 5261. Microbial Ecology (4,0) (S) (P: BIOL 2250, 2251, 3220, 3221; or consent of instructor) BIOL 5270. Marine Community Ecology (3) (S) (P: BIOL 2250, 2251; or consent of instructor) BIOL 5351. Biological Processes and the Chemistry of Natural Water (2) (S) (P: BIOL 2250, 2251; 2 CHEM courses; or consent of instructor) BIOL 5550, 5551. Ichthyology (4,0) (F) BIOL 5640, 5641. Entomology (4,0) (F) (P: 12 sh in BIOL) BIOL 5730, 5731. Animal Physiological Ecology (4,0) (S) (P: BIOL 2250, 2251; 3310, 3311 or 3320, 3321 or 5800; or consent of instructor) BIOL 5950, 5951. Taxonomy of Vascular Plants (4,0) (F) (P: 12 sh in biology or consent of instructor; RP: BIOL 2250, 2251)

Marine Biology BIOL 3660. Introduction to Marine Biology (3) (F,S,SS) (P/C: BIOL 2250, 2251) BIOL 3661. Introduction to Marine Biology Laboratory (1) (F,S) (C: BIOL 3660) BIOL 4504, 4514. Research Problems in Biology (2,2) (WI, WI) (F,S,SS) (P: Consent of instructor) BIOL 5200, 5201. Invertebrate Zoology (4,0) (F) (P: 6 sh in BIOL) BIOL 5220, 5221. Limnology (4,0) (S) (P: BIOL 2250, 2251; or consent of instructor) BIOL 5230, 5231. Phycology (4,0) (P: BIOL 1200, 1201) BIOL 5270. Marine Community Ecology (3) (S) (P: BIOL 2250, 2251; or consent of instructor) BIOL 5351. Biological Processes and the Chemistry of Natural Water (2) (S) (P: BIOL 2250, 2251; 2 CHEM courses; or consent of instructor) BIOL 5550, 5551. Ichthyology (4,0) (F) BIOL 5600, 5601. Fisheries Techniques (3,0) (F,S) (F) (P: BIOL 2250, 2251; or equivalent) BIOL 5680. Current Topics in Coastal Biology (2) (S) (P: Consent of instructor) GEOL 1550. Oceanography (4) (S) (FC:SC) GEOL 5300. Geology of Coastal Processes and Environments (3) (S) (P: GEOL 1550, 4010, 4011; or consent of instructor)

103

Microbiology BIOL 2100, 2101. Basic Laboratory Methods for Biotechnology (3,0) (F,SS) (Formerly BIOL 3100, 3101) (P: BIOL 1100, 1101; MATH 1065; CHEM 1020, 1021 or 1120, 1121 or 1150, 1151) BIOL 3220, 3221. Microbiology (4,0) (F) (P: BIOL 1200, 1201; CHEM 2650 or 2750) BIOL 3310, 3311. Cellular Physiology (4,0) (F,S,SS) (P: CHEM 1120 and 1130, or 2650 or 2750 or 2770) BIOL 4130. Astrobiology (3) (WI) (F) (P: BIOL 2250, 2300 RP: BIOL 3220) BIOL 4170. Immunology I (3) (F) (P: BIOL 2300 or consent of instructor) BIOL 4220. Microbes and Immunity (3) (WI*) (S, SS) (P: BIOL 2110, 2111 or 3220, 3221) BIOL 4504, 4514. Research Problems in Biology (2,2) (WI, WI) (F,S,SS) (P: Consent of instructor) BIOL 5260, 5261. Microbial Ecology (4,0) (P: BIOL 2250, 2251, 3220, 3221; or consent of instructor) BIOL 5800. Principles of Biochemistry I (3) (F,S) (P: CHEM 2760, 2763, BIOL 3310, 3311) or BIOL 5810. Principles of Biochemistry II (3) (F,S) (P: CHEM 2760, 2763, BIOL 3310, 3311) BIOL 5821. Principles of Biochemistry Laboratory (1) (F,S) (P/C: BIOL 5800 or 5810) BIOL 5870. Molecular Biology of the Gene (3) (F) (P: BIOL 2300) BIOL 5890. Virology (3) (S,SS) (P: BIOL 3220, 3221; or consent of instructor)

Molecular Biology and Biotechnology BIOL 2100, 2101. Basic Laboratory Methods for Biotechnology (3,0) (F,SS) (Formerly BIOL 3100, 3101) (P: BIOL 1100, 1101; MATH 1065; CHEM 1020, 1021 or 1120, 1121 or 1150, 1151) BIOL 3220, 3221. Microbiology (4,0) (F) (P: BIOL 1200, 1201; CHEM 2650 or 2750) BIOL 3310, 3311. Cellular Physiology (4,0) (F,S,SS) (P: CHEM 1120 and 1130, or 2650 or 2750 or 2770) BIOL 4170. Immunology I (3) (F) (P: BIOL 2300; or consent of instructor) BIOL 4240. Genome Evolution (3) (P: BIOL 2300 or consent of instructor) BIOL 4504, 4514. Research Problems in Biology (2,2) (WI, WI) (F,S,SS) (P: Consent of instructor) BIOL 5260, 5261. Microbial Ecology (4,0) (S) (P: BIOL 2250, 2251, 3220, 3221; or consent of instructor) BIOL 5510, 5511. Transmission Electron Microscopy (4) (S) (P: Senior standing as BIOL major or consent of instructor) BIOL 5520, 5521. Scanning Electron Microscopy and X-Ray Analysis (2,0) (F,SS) (P: Senior standing as BIOL major or consent of instructor) BIOL 5800, 5810. Principles of Biochemistry I, II (3,3) (F,S) (P: CHEM 2760, 2763, BIOL 3310, 3311) BIOL 5821. Principles of Biochemistry Laboratory (1) (F,S) (P/C: BIOL 5800 or 5810) BIOL 5870. Molecular Biology of the Gene (3) (F) (P: BIOL 2300) BIOL 5890. Virology (3) (S,SS) (P: BIOL 3220, 3221; or consent of instructor) BIOL 5900, 5901. Biotechniques and Laboratory (2,3) (S) (P: BIOL 2100, 2101, 5870; consent of instructor; RP: BIOL 5810)

Physiology, Anatomy, and Cell Biology BIOL 3220, 3221. Microbiology (4,0) (F) (P: BIOL 1200, 1201; CHEM 2650 or 2750) BIOL 3310, 3311. Cellular Physiology (4,0) (F,S,SS) (P: CHEM 1120 and 1130, or 2650 or 2750 or 2770) BIOL 3320. Principles of Animal Physiology (3) (F,S,SS) P: CHEM 2650 or 2750 or 2770) BIOL 3321. Principles of Animal Physiology Laboratory (1) (F,S,SS) (C: BIOL 3320)

104 BIOL 4040. Human Genetics (3) (S) (P: BIOL 2300) BIOL 4050, 4051. Comparative Anatomy (4,0) (F) (P: BIOL 1100, 1200) BIOL 4060, 4061. Embryology (4,0) (P: BIOL 2300) BIOL 4170. Immunology I (3) (F) (P: BIOL 2300 or consent of instructor) BIOL 4504, 4514. Research Problems in Biology (2,2) (WI, WI) (F,S,SS) (P: Consent of instructor) BIOL 5450, 5451. Histology (4,0) (F) (P: 4 BIOL courses) BIOL 5630, 5631. Comparative Animal Physiology (4,0) (S) (P: 2 BIOL and 2 organic chemistry courses) BIOL 5870. Molecular Biology of the Gene (3) (F) (P: BIOL 2300)

In addition, BS Biology majors require 9 sh of Research Skills, which can be fulfilled in three ways: 1) Foreign language through level 1003. 2) Quantitative and communication skills (1 course each in scientific writing, statistics, and computer programming.) Recommended courses: ENGL 3820. Scientific Writing (3) (WI) (F,S) (P: ENGL 1200) or ITEC 3290. Technical Writing (3) (WI) (F,S,SS)(P: ENGL 1200) or a course in scientific writing MATH 2228. Elementary Statistical Methods I (3) (F,S,SS) (P: MATH 1065 or equivalent) MIS 2223. Introduction to Computers (3) (F,S,SS) or ACCT 2401. Financial Accounting (3) (F,S,SS) (P: MATH 1065 or 1066 or 2119 or 2121 or 2171) 3) Relevant cognate area courses chosen to meet this requirement must be planned through consultation with a faculty advisor and approved in advance by the dept chair and the dept director of undergraduate studies. Recommended for microbiology and molecular biology/biotechnology: CHEM 2250, 2251. Quantitative and Instrumental Analysis (3,2) (WI, WI) (F,S) (P: CHEM 1160, 1161; CHEM 2650 or 2750) MIS 2223. Introduction to Computers (3) (F,S,SS)

Graduate

C.5. Curriculum Requirements for the Masters Degrees in Biology CIP 26.0101 (General Biology) Annual Student Enrollment: 10-15

MS IN BIOLOGY 1. Core:BIOL6880,7000*;BIOL7900orBIOS7021or7022;and7 sh of electives...... 15sh 2.Concentrationarea(Chooseaminimumof15 sh fromonearea.)...... 15sh Cell biology: BIOL 5450, 5451, 5630, 5631, 5800, 5810, 5821, 5870, 5890, 5900, 5901, 6030, 6082, 6083, 6100, 6120, 6130, 6200, 6230, 6231, 6250, 6251, 6300, 6301, 6504, 6900, 7080, 7090, 7091, 7130, 7170, 7180, 7181, 7190, 7210, 7211, 7212, 7213, 7240, 7345, 7370, 7480, 7481, 7870, 7880, 7881, 7890, 7895. Environmental and organismic biology: BIOL 5070, 5071, 5150, 5151, 5200, 5201, 5220, 5221, 5230, 5231, 5260, 5261, 5270, 5351, 5400,

105 5401, 5550, 5551, 5600, 5601, 5640, 5641, 5680, 5730, 5731, 5740, 5741, 5950, 5951, 6010, 6040, 6041, 6071, 6210, 6220, 6514, 6700, 6800, 6820, 6821, 6850, 6860, 6910, 7020, 7021, 7300, 7350, 7360, 7630, 7920. *BIOL 7000 may be repeated for registration status, but only 6 sh may count toward graduation.

C.6. Masters Degree In Molecular Biology / Biotechnology CIP 26.0204 (Molecular Biology) Annual Student Enrollment: 10-15

MS IN MOLECULAR BIOLOGY AND BIOTECHNOLOGY Applicants must complete courses or demonstrate competency in genetics, microbiology, and basic molecular technology. The degree requires 30 sh of credit as follows. 1. Required courses(12sh):BIOL5870or7870,5800,5821,6880,7000*. 2. A minimum of 14sh(including two of the**courses) must be taken from the following: BIOL5260,5261,5510, 5511, 5520, 5521, 5890, 5900**, 5901**, 5930, 5931, 6030, 6082, 6083, 6100, 6120, 6200, 6230, 6231, 6250**, 6251**, 6504, 6514, 6992, 6993, 7080, 7180**, 7181**, 7190, 7210, 7211, 7212, 7213, 7480**, 7481**, 7880, 7881, 7890, 7895. 3. Electives:A maximum of 4sh may be designated at the candidate’s option as elective hours with the approval of the graduate director and the candidate’s advisor, to complete graduation requirements of 30 sh for this degree.

*BIOL 7000 may be repeated for registration status, but only 6 sh may count toward graduation.

Internship Option: Qualified students will be encouraged to spend from six months to one year in an internship at an industrial or governmental research laboratory. From 2-5 sh of internship credit can be applied toward the degree.

C.7. Curriculum Requirements for the PhD in Interdisciplinary Biological Sciences

C.6.1. Research Requirement IDPBS students are required to conduct an original, independent research project under the supervision of their Advisor (Mentor). The research project is a major component of the graduate curriculum, and serves as the basis of the dissertation, which reports the results of the investigation in relation to the existing scientific knowledge. Students are expected to present portions of their dissertation research at regional, national or international scientific meetings, and publish their findings is peer-reviewed journals. Details of the presentation and publication of the dissertation research is determined by the student’s Mentor or Graduate Advisory Committee.

C.6.2. Course Requirements IDPBS Students must meet all requirements specified in their approved program of study in order to obtain a degree. However, the student's Graduate Advisory Committee can elect to alter the approved program requirements when such changes are beneficial to the student. Recommended changes in the program of study are submitted in writing to the Program Director for review and approval. A program of study is prepared and submitted to the Director by the beginning of the third semester of study.

106

Core Curriculum

General Core (8 sh) BISC 8815/BIOL 8815/CHEM 8815/ Seminar (1 sh, taken 3X) 3 sh HUMS 7004 Ethics and Research 2 sh BIOS 6022 Biostatistics for Health Professionals or PSYC 6430 Statistics and Research Design or PHAR 7777 Biometry or BIOL 8900 Ecological Statistics 3 sh

Molecular/Cellular Core (3-4 sh) (students must choose at least one of the following) BIOC 7301 Biochemistry I 4 sh BIOC 7310 Molecular Biochemistry 3 sh BIOL 7870 Molecular Genetics 3 sh BIOL 7480/7481 Cell Biology 4 sh ANAT 7202/MCBI 7410 Cell Biology 4 sh CHEM 7540 Biophysical Techniques for Studying Biological Structure 3 sh

Research Core (25- 36 sh) BISC 8810/BIOL 8810/CHEM 8810 Methods and Techniques in Experimental Biology [Lab rotation] 3 sh BISC 8830/ BIOL 8830/CHEM 8830 Introduction to Research, (a minimum of 10 and a maximum of 15 sh) 10-15 sh Dissertation (a minimum of 12 and a maximum of 18 sh) 12-18 sh

TOTAL Core 36-48 sh

Curriculum: Biology

Required (7-8 sh)

1 Advanced course in statistics (choose one from the following): BIOS 5450 Applied Multivariate Analysis 3 sh BIOS 5500 Nonparametric Statistical Methods 3 sh BIOS 6501 Experimental Design I 3 sh MATH 6802 Statistical Inference 3 sh GEOG 6150 Quantitative Methods in Geography 3 sh BIOL 7850* Biometry 3 sh PHAR 7777 Biometry 3 sh

Advanced topics courses (choose two from of the following):

107 BIOL 6030 Topics in Cell Biology 3 sh BIOL 6120 Advances in Molecular Biology 2 sh BIOL 6130 Advances in Developmental Biology 2 sh BIOL 6220 Evolution: Topics for advanced students 3 sh BIOL 6850 Advances in Ecology 2 sh

Electives (must complete 7-8 sh minimum from the list)

BIOC 7301 Biochemistry I 4 sh BIOL 6040 Animal Behavior 4 sh BIOL 6082 Fundamentals of Vertebrate Endocrinology 3 sh BIOL 6090 Experimental Embryology 4sh BIOL 6210 Phylogenetic Theory 3 sh BIOL 6700 Plant Physiological Ecology 2 sh BIOL 6800 Population Ecology 3 sh BIOL 6820 Systems Ecology 3 sh BIOL 6900 Vertebrate Reproductive Biology 3 sh BIOL 7010 Estuarine Ecology 3sh BIOL 7020 Marine Biology 3 sh BIOL 7170 Immunology 3 sh BIOL 7215 Advanced Topics in Phylogenetic Theory 3 sh BIOL 7360 Fisheries Management 3sh BIOL 7370 Biological Effects of Radiation 3 sh BIOL 7480 Cell Biology 4 sh BIOL 7870 Molecular Genetics 3 sh MCBI 7440 Advanced Molecular Genetics 4 sh MCBI 7400 Immunology and Virology 4 sh

Curriculum: Biomedical Science

Required (13-14 sh) One of these will have been taken as part of the core.

MCBI 7400 Immunology and Virology 4 sh OR BIOL 7170 Immunology 3sh BISC 8810 Methods and Techniques 3 sh @ BIOC 7301 Biochemistry I 4 s.h BIOC 7310 OR BIOL 7870Molecular Biology 3 sh ANAT7202/MCBI 7410 Molecular Cell Biology OR BIOL 7480/1 Cell Biology 4 sh

Electives (Must complete at least four sh from list excluding those for BISC 8820)

BISC 8820 Current Topics 2 sh PATH 8800 Principles of Pathology 4 sh PHLY 7701 Graduate Cellular Physiology 3 sh

108 PHLY 7702 Graduate Organ Systems Physiology 5 sh PHLY 7704 Physiological Proteogenomics 4 sh NEUR 7000 Cellular and Molecular Neuroscience 3 sh NEUR 7001 Behavioral and Integrative Neuroscience 3 sh MCBI 7440 Advanced Molecular Genetics 4 sh MCBI 7450 Immunology 4 sh BIOC 7345 Cell Motility 2 sh BIOC 8320 Biochemistry II 4 sh CMED 7100 Animal Research Methods 2 sh PHAR 7609 Introduction to Pharmacology 3 sh PHAR 7610 Basic Mechanisms of Drug Action 3 sh

@ may be repeated for credit

Curriculum: Chemistry

Required (choose 6 sh from the following, courses taken as part of the Molecular/Cellular core may not be counted towards this requirement)

BIOC 7301 Biochemistry I 4 sh BIOC 7310 Molecular Biochemistry 3 sh CHEM 7520 Pharmaceutical Analysis 3 sh CHEM 7530 Medicinal Chemistry 3 sh CHEM 7532 Organic Synthesis 3 sh CHEM 7540 Biophysical Techniques for Studying Biological Structure 3 sh CHEM 7541 Biomolecular Modeling Techniques and Applications 3 sh

Electives (must complete a minimum of 9 sh, courses taken as part of the other requirements may not be counted for elective credit)

CHEM 7520 Pharmaceutical Analysis 3 sh CHEM 7530 Medicinal Chemistry 3 sh CHEM 7532 Organic Synthesis 3 sh CHEM 7540 Biophysical Techniques for Studying Biological Structure 3 sh CHEM 7541 Biomolecular Modeling Techniques and Applications 3 sh CHEM 7522 Current Good Manufacturing Practices (cGMP) Methods 3 sh CHEM 7993 Pharmaceutical Internship (maximum of 6 sh) 3 sh @ PHAR 7610 Basic Mechanism of Drug Action 3 sh BIOC 7301 Biochemistry I 4 sh BIOC 7310 Molecular Biochemistry 3 sh BIOC 8305 Physical Biochemistry 2 sh BIOL 7810 or BIOC 7310 Molecular Biology 3 sh

109 CHEM 8820 Current Topics in Biological Chemistry 2 sh@ CHEM 8830 Current Topics in Biological Chemistry 3 sh@ BIOL 7170 Immunology 3 sh BIOL 7480 Cell Biology 4 sh BIOL 7870 Molecular Genetics 3 sh MCBI 7440 Advanced Molecular Genetics 4 sh MCBI 7400 Immunology and Virology 4 sh

@ May be repeated for credit.

Dissertation Research, PATH/BIOL/CHEM 9000, is required each semester from candidacy until the final dissertation has been submitted. Credit is given for up to six repetitions of PATH/BIOL/CHEM 9000 (18 units). The PhD degree requires 72 units, 40 of which must be completed by the end of the semester in which the student is admitted to candidacy.

110 C.7. Graduate Thesis Evaluation Form

111 C.8. Graduate Student Teaching Evaluation Rubric

EVALUATION OF TEACHING ASSISTANT (TA)

Please complete this form during your assigned evaluation of a teaching assistant and submit it to Dr. Terry West within a week of the evaluation.

TA Name______Class for which the student served as a TA

______

Name of person evaluating TA Number of students in class

______

Date evaluation occurred ______

Main duties the TA performed during the observed class:

Rank the student on the activities described below by circling the appropriate number of points for each category. One (1) is the lowest rank and four (4) is the highest rank. Check N/A if you were unable to observe a particular activity.

Category 1: Organization Needs Does N/A Improvement Well Prepared for class 1 2 3 4 Begins class on time 1 2 3 4 Provides needed information in a timely 1 2 3 4 manner Clearly states goals or objectives for class 1 2 3 4 session Makes connections to previous class 1 2 3 4 sessions

112 Reiterates main points 1 2 3 4 Presents topics in a logical sequence or 1 2 3 4 flow Professional in appearance and conduct 1 2 3 4

Category 2: Content and Presentation Needs Does N/A Improvement Well Selects examples relevant to student 1 2 3 4 experiences and course content Demonstrates command of subject matter 1 2 3 4 Demonstrates command of techniques 1 2 3 4 and equipment needed Communicates content clearly 1 2 3 4 Communicates a sense of enthusiasm for 1 2 3 4 subject Presentation style facilitates student 1 2 3 4 learning Clearly explains directions or procedures 1 2 3 4 to students Carefully explains assignments 1 2 3 4

Category 3: Interaction with Students Needs Does N/A Improvement Well Establishes an environment that 1 2 3 4 encourages students’ participation and questions Responds constructively to students’ 1 2 3 4 questions, opinions and comments Treats all students in a fair and equitable 1 2 3 4 manner Prompts students to answer difficult 1 2 3 4 questions and solve complex problems by providing clues and encouragement Facilitates student-to-student 1 2 3 4 communication and interaction

Overall Areas of Strength:

Areas Needing Improvement:

Would you recommend that this student be hired again as a TA? Explain.

113 Appendix D. Faculty Sedona-generated CV’s

NAME: Jason E. Bond TITLE: Professor UNIT: Department of Biology Howell N-211 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.2910 FAX NUMBER: 252.328.4718 E‐MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. Western Carolina University, Cullowhee, NC, USA, Biology 1993 M.S. Virginia Tech, Blacksburg, VA, USA, Biology, 1995 Ph.D. Virginia Tech, Blacksburg, VA, USA, Evolutionary Systematics and Genetics, 1999

POSITIONS and EMPLOYMENT

Postdoctoral Research Associate, Department of Zoology ‐ Insect Division, The Field Museum of Natural History, Chicago, IL. October 1999 – November 2001. Assistant Professor, Department of Biology, East Carolina University. Greenville, NC. January 2002 – July 2006. Research Associate, Division of Insects, Field Museum of Natural History, Chicago. 2002 – present. Associate Professor, Department of Biology, East Carolina University, Greenville, NC. August 2006 – July 2010 Professor, Department of Biology, East Carolina University, Greenville, NC. August 2010 – present.

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

American Arachnological Society Entomological Society of America International Soceity of Arachnologists Society for the Study of Evolution Society of Systematic Biologists Professional Development 2007: NESCENT - workshop for JAVA programming. Durham, North Carolina.

HONORS/AWARDS

2008: Ashley Bailey - Runner-up student Paper Award, Annual Meeting of Society, Berkeley CA. American Arachnological Society. 2008: Amy Stockman - First-Place student Paper Award, Annual Meeting of Society,

114 Berkeley CA. American Arachnological Society. 2008: Research and Creative Activity Award ($23,000) East Carolina University. 2008: Appointed research associate The American Museum of Natural History. 2008: Research Associate The American Museum of Natural History. 2008: Appointed research associate The Field Museum of Natural History. 2008: Research Associate The Field Museum of Natural History. 2009: Research Associate The American Museum of Natural History 2009: Research Associate The Field Museum of Natural History.

PEER REVIEW PUBLICATIONS Articles in Journals

Hendrixson, B. E. & Bond, J. E. (2004). A new species of Stasimopus from the Eastern Cape Province of South Africa (Araneae, Mygalomorphae, Ctenizidae), with notes on its natural history. Zootaxa, 619, 1-14. Bond, J. E. (2004). The Californian euctenizine spider genus Apomastus: the relationship between molecular and morphological taxonomy (Araneae: Mygalomorphae). Invertebrate Systematics, 18, 371-376. Hendrixson, B. E. & Bond, J. E. (2005). Two sympatric species of Antrodiaetus from Southwestern North Carolina (Araneae, Mygalomorphae, bAntrodiaetidae). Zootaxa, 872, 1- 19. Sierwald, P., Bond, J. E. , & Gurda, G. (2005). The millipede type specimens in the Collections of the Field Museum of Natural History (Arthropoda: Diplopoda). Zootaxa, 1005, 1-64. Hendrixson, B. E. & Bond, J. E. (2005). Testing species boundaries in the Antrodiaetus unicolor species complex (Araneae: Mygalomorphae: Antrodiaetidae): Paraphyly and cryptic diversity. Molecular Phylogenetics and Evolution, 36, 405-416. Bond, J. E. & Hedin, M. C. (2006). A total evidence assessment of the phylogeny of the diverse North American trapdoor spider subfamily Euctenizinae (Araneae, Mygalomorphae, Cyrtaucheniidae). Molecular Phylogenetics and Evolution. Stockman, A. K., Beamer, D. A. , & Bond, J. E. (2006). An evaluation of a GARP model as approach to predicting the spatial distribution of a non‐vagile invertebrate species. Diversity and Distributions, 12, 81‐89. Bond, J. E. & Beamer, D. A. (2006). A morphometric analysis of mygalomorph spider carapace shape and its efficacy as a phylogenetic character (Araneae). Invertebrate Systematics, 20, 1-7. Bond, J., Beamer, D. A. , Lamb, T., & Hedin, M. C. (2006). Combining genetic and geospatial analyses to infer population extinction in mygalomorph spiders endemic to the Los Angeles region. Animal Conservation, 9, 145-157. Marek, P. E. & Bond, J. E. (2006). Rediscovery of the leggiest animal. Nature, 441, 707. Stockman, A. K., Beamer, D. A. , & Bond, J. E. (2006). Predicting the distribution of non-vagile taxa: A response to McNyset and Blackburn (2006) and re-valuation Stockman et al. (2006). Diversity and Distributions, 12, 787-792. Opell, B. D., Bond, J. E. , & Warner, D. A. (2006). The Effects of Spider Orb-web Orientation and Visibility on Prey Interception. Zoology, 109, 339-345.

115 Marek, P. E. & Bond, J. E. (2006). Phylogenetic systematics of the colorful, cyanide-producing millipedes of Appalachia (Polydesmida, Xystodesmidae, Apheloriini) using a total evidence Bayesian approach. Molecular Phylogenetics and Evolution, 41 (704-729). Hedin, M. C. & Bond, J. E. (2006). Molecular phylogenetics of the spider infraorder Mygalomorphae using nuclear rDNA genes (18S and 28S): Conflict and agreement with the current system of classification. Molecular Phylogenetics and Evolution. Hendrixson, B. E. & Bond, J. E. (2007). Molecular phylogeny and biogeography of an ancient Holarctic lineage of mygalomorph spiders (Araneae: Antrodiaetidae: Antrodiaetus). Molecular Phylogenetics and Evolution, 42, 738-755. Stockman, A. K. & Bond, J. E. (2007). Delimiting cohesion species: extreme population structuring and the role of ecological interchangeability. Molecular Ecology, 16, 3374-3392. Marek, P. E. & Bond, J. E. (2007). A reassessment of apheloriine millipede phylogeny: additional taxa, Bayesian inference, and direct optimization. Zootaxa, 1610, 16-39. Bond, J. E. & Platnick, N. I. (2007). Taxonomic review of the trapdoor spider genus Myrmekiaphila (Araneae: Mygalomorphae: Cyrtaucheniidae). American Museum Novitates, 3596, 1-30. Sierwald, P. & Bond, J. E. (2007). Current status of the myriapod class Diplopoda (millipedes): Taxonomic diversity and phylogeny. Annual Review of Entomology, 52, 401-420. Stockman, A. K., Danell, R., & Bond, J. E. (2008). D-NOVL: a program to simulate overlap between two niche-based distribution models. Molecular Ecology Notes, 8, 290-294. Dicko, C., Porter, D., Bond, J., Kenney, J., & Vollrath, F. (2008). Structural disorder in silk proteins reveals the emergence of elastomericity. Biomacromolecules, 9, 219-221. Stockman, A. K. & Bond, J. E. (2008). A taxonomic review of the trapdoor spider genus Promyrmekiaphila Schenkel (Araneae, Mygalomorphae, Cyrtaucheniidae, Euctenizinae). Zootaxa, 1823, 25-41. Bond, J. E. & Stockman, A. K. (2008). An Integrative Method for Delimiting Cohesion Species: Finding the Population-Species Interface in a Group of Californian Trapdoor Spiders with Extreme Genetic Divergence and Geographic Structuring. Systematic Biology, 57, 628-646. Walker, M. J., Stockman, A. K. , Marek, P. E. , & Bond, J. E. (2009). Pleistocene glacial refugia in the Appalachian Mountains and coastal plain: evidence from a unique mitochondrial phylogeographic pattern in the millipede genus Narceus. BMC Evolutionary Biology, 9, 25. Swafford, L. & Bond, J. E. (2009). The symbiotic mites of some Appalachian Xystodesmidae (Diplopoda: Polydesmida) and the complete mitochondrial genome sequence of the mite Stylochyrus rarior (Berlese) (Acari: Mesostigmata: Ologamasidae). Invertebrate Systematics, 23, 445-451. Hendrixson, B. E. & Bond, J. E. (2009). Evaluating the Efficacy of Continuous Quantitative Characters for Phylogenetic Reconstruction: An Empirical Example Using a Group of Morphologically Homogeneous Spiders (Araneae, Mygalomorphae, Antrodiaetidae, Antrodiaetus). Molecular Phylogenetics and Evolution, 53, 300-313. Marek, P. E. & Bond, J. E. (2009). A Müllerian mimicry ring in Appalachian millipedes. Proceedings of the National Academy of Sciences, USA. Proc. Natl. Acad. Sci. USA, 106, 9755-9760. Bailey, A. L., Brewer, M. S. , Hendrixson, B. E. , & Bond, J. E. (2010). Phylogeny and Classification of the Trapdoor Spider Genus Myrmekiaphila: An Integrative Approach to Evaluating Taxonomic Hypotheses. PLoS One, 5 (9), 1-15. Swafford, A. L. & Bond, J. E. (2010). Failure to cospeciate: an unsorted tale of millipedes and mites. Biological Journal of the Linnean Society, 101: 272-287. Biological Journal of the Linnaen Society, 101, 272-287.

116

Articles in Proceedings Bailey, A. B., Hendrixson, B. E. , & Bond, J. E. (2008). Molecular phylogenetics and evolution of the trapdoor spider genus Myrmekiaphila. North Carolina Academy of Science Annual Meeting.

Chapters, Cases, Readings, Supplements Bueno-Villegas, J., Sierwald, P., & Bond, J. (2004). "Diplopoda", In Bousquets, J.L. & J.J. Morrone (Ed.) Biodiversidad, taxonomia y biogeografia de artropodos de Mexico, (pp. 569-599). Mexico City: University of Mexico. Bond, J. (2005). "Cyrtaucheniidae", In Ubick, D., P. Paquin, P.E. Cushing, and V. Roth (Ed.) Spider Genera of North America: An identification manual, (pp. 43-44). New York: The American Arachnological Society. Bond, J. & Hendrixson, B. (2005). "Ctenizdiae", In Ubick, D., P. Paquin, P.E. Cushing, and V. Roth (Ed.) The Spider Genera of North America: An identification manual, (pp. 45-47). New York: The American Arachnological Society.

RESEARCH AND CREATIVE ACTIVITY SUPPORT Research

2005 - Sierwald, P., Bond, J.E., & Shear, B., PEET: The Diplopoda, systematics and training. DEB- 0529715 ( $135,000), GOV-National Science Foundation (NSF). 2006 - Sargent, A. & Bond, J.E., MRI: Acquisition of a High-Performance Computing Cluster Environment in support of Scientific and Engineering Applications. CNS 0619285 ( $400,000), GOV-National Science Foundation (NSF). 2006 - Bond, J. E. & MareK, P.E., . DISSERTATION RESEARCH: Systematics and color mimicry evolution of cyanide-producing millipedes of Appalachia (Polydesmida, Xystodesmidae, Aphelorii ( $10,510), GOV-National Science Foundation (NSF). 2007 - Bond, J. E. & Hedin, M.C., REVSYS: Mygalomorph phylogeny and evolution, GOV-National Science Foundation (NSF). 2008 - Bond, J. E., Reyes, E., & Chalcraft, D., Examining Linkages Between Spider Biodiversity and Remote Sensing Metrics Across the ALBE, NC, GOV-National Aeronautics and Space Administration (NASA). 2008 - Sierwald, P., Bond, J.E., & Shear, B., PEET: The Diplopoda, systematics and training. DEB- 0529715 ( $105,000), GOV-National Science Foundation (NSF). 2009 - Bond, J. E., PEET: The Diplopoda, systematics and training ( $105,000), GOV-National Science Foundation (NSF). 2009 - Bond, J. E., REVSYS: Systematics and Taxonomy of the Tarantula Spider Genus Aphonopelma (Araneae: Mygalomorphae) ( $309,000), GOV-National Science Foundation (NSF). 2010 - Bond, J. E., RET Supplement to Tarantula REVSYS project ( $15,000), GOV-National Science Foundation (NSF). 2010 - Bond, J. E., REU Supplement to Tarantula REVSYS project ( $7,500), GOV-National Science Foundation (NSF).

COURSES TAUGHT

BIOL 1200. Principles of Biology II

117 BIOL 3240,41. Field Zoology BIOL 3500. Biology Honors BIOL 5520, 21. Scanning Electron Microscopy and X-Ray Analysis BIOL 6210. Phylogenetic Theory BIOL 6220. Evolution: Topics for Advanced Students BIOL 6504,6514. Research Problems in Biology BIOL 8810. Methods and Techniques in Experimental Biology BIOL 8830. Introduction to Research BIOL 9000. Dissertation Research

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise three Ph.D. students (Michael Brewer, Nicole Garrison, Christopher Hamilton) in phylogeny, systematics, and evolution of millipedes and spiders.

Students Mentored

First Year Last Name Name Degree Graduated Title of Thesis / Dissertation Phylogeny and Taxonomy of the Californian Trapdoor Spider Genus Stockman Amy M.S. 2006 Promyrmekiaphila Phylogeography and genitalic evolution of the millipede genus Walker Matt M.S. 2009 Narceus Systematics and evolution of the Spruill Chad M.S. 2010 millipede genus Brachycybe Systematics, Biogeography, and Evolution of the Folding Trapdoor Hendrison Brent Ph.D. 2006 Spider genus Antrodiaetus Systematics and mimicry evolution Marek Paul Ph.D. 2008 in aphloriini millipedes

118 NAME: MARK BRINSON TITLE: DISTINGUISHED RESEARCH PROFESSOR UNIT: BIOLOGY DEPARTMENT Howell S-408 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.6307 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. Heidelberg College, Tiffin, Ohio, Biology, 1965 M.S. University of Michigan, Ann Arbor, Michigan, Botany, 1967 Ph.D. University of Florida, Gainesville, Florida, Botany, 1973

POSITIONS and EMPLOYMENT

Fisheries Biologist, Peace Corps, Turrialba, Costa Rica, 1967-69. Research Associate, Center for Aquatic Sciences, University of Florida, Summer 1971. Visiting Assistant Professor of Botany, University of North Carolina at Chapel Hill, Summer 1976. Ecologist, Office of Biological Services, U.S. Fish and Wildlife Service, 1979-80. Assistant Professor, Department of Biology, East Carolina University,1973-77 Associate Professor, Department of Biology, East Carolina University,1977-81 Professor, Department of Biology, East Carolina University,1981-present Director of Graduate Studies in Biology, 1981-86.

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

Society of Wetland Scientists (Vice President 1989-90; President 1990-91) Ecological Society of America (Ad Hoc Committee on Wetlands, 1993) American Institute of Biological Science (Board of Directors 1998-2000; Chair of Public Policy Review Committee 1998-2001) Sigma Xi The Scientific Research Society (President-elect of East Carolina University Chapter 1981-82; President 1982-83) Association of Southeastern Biologists (Conservation Committee, 1988-90; Committee Chair 1989-90) American Association for the Advancement of Science Society of Wetlands Scientists Publications Committee Chair (2005-2011) Coastal and Estuarine Research Federation Atlantic Estuarine Research Society (Venerable Clam Award 2007) Society of Wetland Scientists Fellows Committee (2008-2011) Technical Advisory Team (TAT) for the California Wetland and Riparian Area Protection Policy (2010 - ) Member Water Science and Technology Board, National Academy of Sciences (2010 – 2013).

119 HONORS/AWARDS

Fulbright Foreign Scholarship Award (fall semester 2002; University of Buenos Aires) Fellow, Society of Wetland Scientists (2007) Professional Wetland Scientist – Society of Wetland Scientists (No. 1792; since 2007) Senior Ecologist Certification – Ecological Society of America (to June 30, 2013)

PEER REVIEW PUBLICATIONS Articles in Journals

Kroes, D. and M. M. Brinson. 2004. Occurrence of riverine wetlands on floodplains along a climatic gradient. Wetlands 24:167-177. Rheinhardt, R., M. Brinson, R. Brooks, M. McKenney-Easterling, J. Masina-Rubbo, J. Hite, and B. Armstrong. 2007. Development of a reference-based method for identifying and scoring indicators of condition for Coastal Plain riparian reaches. Ecological Indicators 7:339-361 Rheinhardt, R.D., M.M. Brinson, R.R. Christian, K.H. Miller, and G.F. Meyer. 2007. A reference-based framework for evaluating the ecological condition of stream networks in small watersheds. Wetlands 27:524-542. Pratolongo, P., P. Kandus, and M. M. Brinson. 2007. Net aboveground primary production and soil properties of floating and attached freshwater tidal marshes in the Rio de la Plata estuary, Argentina. Estuaries and Coasts 30:618-626. Rheinhardt, R., M. McKenney-Easterling, M. Brinson, J. Masina-Rubbo, R. Brooks, D. Whigham, D. O’Brien, J. Hite, and B. Armstrong.2007. Canopy composition and forest structure provide restoration targets for low-order riparian ecosystems. Restoration Ecology 17:51-59. Smith, L.M., N.H. Euliss, Jr., D.A. Wilcox, and M.M. Brinson. 2008. Application of a geomorphic and temporal perspective to wetland management in North America. Wetlands 28:563-577. Pratolongo, P., P. Kandus, and M.M. Brinson. 2008. Net aboveground primary production and biomass dynamics of Schonoplectus californicus (Cyperaceae) marshes growing under different hydrological conditions. Darwiniana 46:258-269. Poulter, B., R.L. Feldman, M.M. Brinson, B.P. Horton, M.K. Orbach, S.H. Pearsall, E. Reyes, S.R. Riggs, and J.C. Whitehead. 2009. Sea-level rise research and dialogue in North Carolina: Creating windows for policy change. Ocean and Coastal Management 52:147-153. doi:10.1016/j.ocecoaman.2008.09.010 Brooks, R., M. McKenney-Easterling, M. Brinson, R. Rheinhardt, K. Havens, D. O’Brien, J. Bishop, J. Rubbo, B. Armstrong, and J. Hite. 2009. Stream–Wetland–Riparian (SWR) index for assessing condition of aquatic ecosystems in small watersheds along the Atlantic slope of the eastern U.S. Environmental Monitoring and Assessment 150:101–117. DOI 10.1007/s10661-008-0673-z Christian, R.R., M.M. Brinson, J.K. Dame, G. Johnson, C.H. Peterson, and D. Baird. 2009. Ecological network analyses and their use for establishing reference domain in functional assessment of an estuary. Ecological Modelling 220:3113–3122. Hardison, E., M. O’Driscoll, J. DeLoatch, R. Howard, and M. Brinson. 2009. Urban land use, channel incision, and water table decline along Coastal Plain streams, North Carolina. Journal of the American Water Resources Association 45(4):1032-1046. Brinson, M.M., and R.R. Christian. 2010. Assessing functions of wetlands and the need for reference. Biologia Ambientale 24(1):1-12.

120 Perillo, G., E. Wolanski, D. Cahoon, and M. Brinson (eds). 2009. Coastal Wetlands: An Integrated Ecosystem Approach. Elsevier, Amsterdam, The Netherlands. 941 pp. Brinson, M.M., and S. Diane Eckles. In press. U.S. Department of Agriculture conservation program and practice effects on wetland ecosystem services: a synthesis. Ecological Applications

RESEARCH/CREATIVE ACTIVITY SUPPORT Research

“Indicators of Assessing Aquatic Ecosystems: Albemarle-Pamlico Sound.” Penn State University, EPA STAR Grant. $231,416. (2001 – 2006) “Development of ecological assessments for planning in coastal plain stream restoration.” North Carolina Department of Environment and Natural Resources. $82,402. (2004-2005) “Development and training for reach and watershed assessment protocols in coastal plain, North Carolina” North Carolina Department of Environment and Natural Resources. $193,220. (2005- 2007) “An approach to coordinate compensatory mitigation requirements so they meet goals of the Coastal Habitat Protection Plan.” North Carolina Department of Environment and Natural Resources. $442,009. (2006-2009). (2006-2008) “Contributions to long-term ecological research on disturbance, succession, and ecosystem state change at the Virginia Coast Reserve” Subcontract with University of Virginia from NSF, $30,000, 2009- 2010. “Stable isotope tracers to quantify impervious area effects on baseflow to Coastal Plain streams. Water Resources Research Institute – UNC. Michael O’Driscoll and Mark Brinson. $49,000 March 2007 – Feb 2008. “Contributions to long-term ecological research on disturbance, succession, and ecosystem state change at the Virginia Coast Reserve” Subcontract with University of Virginia from NSF. $40,000. (Co-PI with R. Christian) 2009-2015. “Case Studies of the Rapid Assessment Protocol of Coastal Watershed Condition for Environmental Mitigation with Potential for Integrating the Strategic Habitat Assessment Approach” NC Division of Marine Fisheries. $10,000 (Co-PI R Rheinhardt) 2010-2011.

COURSES TAUGHT

BIOL 4300/01 - Ecosystem Ecology and Lab BIOL 6700 - Plant Physiological Ecology (independent study) BIOL 5400/01 - Wetland Ecology and Management and Lab BIOL 6850 - Restoration Ecology (independent study) BIOL 6504, 6514 – Research Problems in Biology

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise John Haywood, MS, in wetland ecology research.

121 Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation A method to broadly assess watershed and riparian condition 2004 as they potentially affect stream Morrison Sandra MS nutrient export. Effects of beaver impoundment on stream water quality and floodplain 2004 vegetation in the inner coastal plain of Bason Christopher MS North Carolina. Effects of urbanization on the ecological condition of headwater 2008 streams in the inner coastal plain Hardison Emma MS of North Carolina. Ecological Effects of Rising Sea 2009 Kunz David MS Level on Shorezone

122 NAME: Anthony A Capehart TITLE: Associate Professor UNIT: Department of Biology Room Number: Howell C407 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 328-6296 FAX NUMBER: 328-4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING:

University of North Carolina - Chapel Hill, B.A., 1971-1974, English University of North Carolina – Wilmington, M.S., 1986-1988, Marine Biology Wake Forest University - Bowman Gray School of Medicine, Ph.D., 1988-1991, Anatomy

POSITIONS and EMPLOYMENT

Associate Professor, Department of Biology, East Carolina University 2005- Present Assistant Professor, Department of Biology, East Carolina University 1999-2005 Research Assistant Professor, Department of Cell Biology and Anatomy, Medical University of South Carolina 1997-1999. Research Associate, Dep. Cell Biology and Anatomy, Medical University of South Carolina 1994-1997 Postdoctoral Fellow, Department of Biology, University of Iowa, Advisor1991-1994

PROFESSIONAL MEMBERSHIPS

Sigma Xi Society for Developmental Biology North Carolina Academy of Science

HONORS /AWARDS

East Carolina University Harriot College of Arts & Sciences, College Research Award 2011 East Carolina University Teaching Grant 2009-10 Finalist, University Alumni Teaching Award 2009-10 National Research Service Award, NIH Institute of Child Health and Human Development 1992-93 Graduate Assistantship, Bowman Gray School of Medicine, Wake Forest University 1991 Dean's Fellowship, Bowman Gray School of Medicine, Wake Forest University 1989 Department of Biological Sciences Competitive Research Fellowship, University of North Carolina – Wilmington 1988

PEER-REVIEW PUBLICATIONS Articles in Journals

123 Pugh AM, Silvestri BA, Ward MA, Whited WM, Capehart AA. 2010. Unusual bilateral muscular variation in the medial forearm: Separate humeral and ulnar bellies of flexor carpi ulnaris and anomalous muscle addition. Anatomy 4:67-71. Hudson KS, Andrews K, Early J, Mjaatvedt CH, Capehart AA. 2010. Versican G1 domain and V3 isoform overexpression results in increased chondrogenesis in the developing chick limb in ovo. Anat Rec 293: 1669-1678. Capehart AA. 2010. Proteolytic cleavage of versican during limb joint development. Anat Rec, 293: 208- 214. Shepard JB, Gliga DA, Morrow AP, Hoffman S, Capehart AA. 2008. Versican knock-down compromises chondrogenesis in the embryonic chick limb. Anat Rec 291: 19-27. Cronin KD, Capehart AA. 2007. Gamma protocadherin expression in the embryonic chick nervous system. Intl J Biol Sci 3: 8-11. Shepard JB, Krug HA, LaFoon BA, Hoffman S, Capehart AA. 2007. Versican expression during synovial joint morphogenesis. Intl J Biol Sci 3:380-384. Williams DR, Presar AR , Richmond AT, Mjaatvedt CH, Hoffman S, Capehart AA. 2005. Limb chondrogenesis is compromised in the versican deficient hdf mouse. Biochem Biophy Res Comm 334: 960-966. Snow HE, Riccio LM, Mjaatvedt CH, Hoffman S, Capehart AA. 2005. Versican expression during skeletal/joint morphogenesis and patterning of muscle and nerve in the embryonic mouse limb. Anat Rec 282: 95-105. Richmond AT, Atwood J, Bream J, Mjaatvedt CH, Hoffman S, Capehart AA. 2004; published 2005. Neural tissue co-culture with mesenchyme to investigate patterning of peripheral nerve during murine embryonic limb development. Cytotechnology, 46: 173-182. Zhu Y, Stiller JW, Shaner MP, Baldini A, Scemama J L, Capehart AA. 2004. Cloning of somatolactin a and b cDNAs in zebrafish and phylogenetic analysis of two distinct somatolactin subtypes in fish. J Endocrinology 182: 509-518. Capehart AA, Kern CB. 2003. Identification of gamma A-like protocadherin expressed during chick development. J Cell Biochem 90:608-618. Gillotte DM, Fox PL, Mjaatvedt CH, Hoffman S, Capehart AA. 2003. An in vitro method for analysis of chondrogenesis in limb mesenchyme from individual transgenic (hdf) embryos. Meth Cell Sci 25: 97-104. Capehart AA, Scemama JL, Singhas CA, Cox S. 2002. Heterogeneity of chondroitin sulfate glycosaminoglycan localization during early development of the striped bass (Morone saxatilis). Anat Rec 268: 47-58. Capehart A A, Giaimo A, Singhas CA. 2002. Distribution of chondroitin sulfate glycosaminoglycans in the human chorio-amnionic membrane complex at term. J NC Acad Sci 119: 1-12. Capehart AA. 2000. In vitro production of monoclonal antibodies to embryonic chick limb mesenchyme. Meth Cell Sci 22: 319-327. Bianchi LM, Liu H, Krug EL, Capehart AA. 1999. Selective and transient expression of a native chondroitin sulfate epitope in Dieter's cells, pillar cells, and the developing tectorial membrane. Anat Rec 256: 64-71. Biddulph DM, Dozier MM, Capehart AA. 1999. Inhibition of prostaglandin synthesis reduces cyclic AMP levels and inhibits chondrogenesis in cultured chick limb mesenchyme. Meth Cell Sci 22:9- 16.

124 Capehart AA, Mjaatvedt CH, Hoffman S, Krug EL. 1999. Dynamic expression of a native chondroitin sulfate epitope reveals microheterogeneity of extracellular matrix organization in the embryonic chick heart. Anat Rec 254: 181-195. Mjaatvedt CH, Yamamura H, Capehart AA, Turner D, Markwald RR. 1998. The Cspg2 gene, disrupted in the hdf mutant, is required for right cardiac chamber and endocardial cushion formation. Dev Biol 202:56-66. Capehart AA, Biddulph DM. 1997. Changes in adenylate cyclase activity during chondrogenesis in chick limb mesenchyme. Meth Cell Sci 19:121-127. Capehart AA, Wienecke MM, Kitten GT, Solursh M, Krug EL. 1997. Production of a monoclonal antibody by in vitro immunization that recognizes a native chondroitin sulfate epitope in the embryonic chick limb and heart. J Histochem Cytochem 45: 1567-1581. Krug EL, Reazee M, Isokawa L, Turner DK, Litke LL, Wunsch AM, Bain JL, Riley DA, Capehart AA, Markwald RR. 1995. Transformation of cardiac endothelium into cushion mesenchyme is dependent upon ES/130: temporal, spatial, and functional studies in the early chick embryo. Cell Mol Biol Res 41:263-277. Capehart AA, Dillaman RM, Ballard TA. 1992. Use of rhodamine 123 to identify viable cells isolated from embryonic chick calvaria. J Tiss Culture Meth 14: 79-84. Biddulph DM, Capehart AA, Beasley TC. 1991. Comparative effects of cytosine arabinoside and a prostaglandin E2 antagonist, AH6809, on chondrogenesis in serum-free cultures of chick limb mesenchyme. Exp Cell Res 196: 131-133. Capehart AA, Biddulph DM. 1991. Effects of a putative prostaglandin E2 antagonist, AH6809, on chondrogenesis in serum-free cultures of chick limb mesenchyme. J Cellular Phys 147: 403-411. Capehart AA, Biddulph DM. 1991. Development of PTH-responsive adenylate cyclase activity during chondrogenesis in cultured mesenchyme from chick limb buds. Calcif Tissue Intl 48: 400-406. Capehart AA, Biddulph DM, Dozier MM, Julian NC. 1990. Responsiveness of adenylate cyclase to PGE2 and forskolin in isolated cells from micromass cultures of chick limb mesenchyme during chondrogenesis. Prostaglandins 3: 167-178. Capehart AA, Hackney CT. 1989. The potential role of roots and rhizomes in structuring salt marsh benthic communities. Estuaries 12:119-122.

RESEARCH/CREATIVE ACTIVITY SUPPORT Funded-External 2006-09 Capehart, A. A. (PI), "Effect of versican mutation on limb development in vitro (renewal)", GOV-National Institute of Child Health & Human Development (NICHD), $212,678. 2003 Bond (PI), J. E., Goodwillie, C., Corbett, R., McIntyre, R., Woods, T., Capehart AA (Senior Investigator), "RUI: Acquisition of an Environmental Scanning Electron Microscope for Research and Teaching", GOV-National Science Foundation (NSF), $256,422. 2002-04 Capehart, A. A. (PI), "Effect of versican mutation on limb development in vitro", GOV- National Institute of Child Health & Human Development (NICHD), $139,500. 2001 Clough (PI), L. M., Farwell, M.A., West, T.L., & Capehart, A.A., "Does hypoxic preconditioning increase tolerance to hypoxia in estuarine fishes?", North Carolina Sea Grant, $9,000. 1999 Scemama (PI), J. L., Farwell, M.A., Kalmus, G.W., & Capehart, A.A., "Development of a Cell Culture Facility for Biotechnology Education", North Carolina Biotechnology Center, $76,404.

Funded-Internal

125

2010-11 Capehart, A. A., “Changes in Synovial Joint Gene Expression in Response to Reduced Matrix Versican”, East Carolina University Research and Creative Activities Grant, $16,489. 2006 Capehart, A. A., "Protocadherin function in the developing chick", East Carolina University Research and Creative Activities Grant, $19,623. 1999 Capehart, A. A., "Molecular characterization of a novel cell adhesion molecule, protocadherin, in the embryonic chick limb", East Carolina University Research and Creative Activities Grant, $6,840.

COURSES TAUGHT

BIOL 7090, 91. Experimental Embryology BIOL 6071. Human Gross Anatomy BIOL 4060, 61. Embryology BIOL 4071. Human Gross Anatomy BIOL 2140. Human Anatomy and Physiology I BIOL 2150. Human Anatomy and Physiology II

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise 4 MS students (Kristen Andrews, Amanda Baker, Shelah Iynegar, Ryan Vick) in limb and joint morphogenesis in chick embryos.

Students Mentored Year Last Name First Name Degree Graduated Title of Thesis / Dissertation In vitro analysis of versican in limb chondrogenesis utilizing the hdf transgenic Gillotte Dani MS 2003 mouse An in vitro analysis of chondrogenesis utilizing the versican deficient hdf mutant Williams Ray MS 2004 mouse Versican expression during skeletal/joint morphogenesis and patterning of muscle and Snow Holly MS 2004 nerve in the embryonic mouse limb Versican (Cspg2) expression during inner ear Loomer Maureen MS 2005 development Effects of versican mutation on muscle and Richmond Todd MS 2006 nerve patterning in vitro A role for versican during chick limb Shepard John MS 2007 skeletogenesis

Effect of versican G1 and V3 over expression Hudson Karla MS 2009 on chick limb development in ovo Effect of versican G3 over expression on Lee Shelley MS 2009 chick limb development in ovo

126 NAME: David R. Chalcraft TITLE: Assistant Professor UNIT: Department of Biology Howell S‐204 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252. 328.2797 FAX NUMBER: 252.328.4178 E‐MAIL ADDRESS: [email protected]

EDUCATION/TRAINING B.S. University of Windsor, Windsor, Ontario, canada, Biology and Geology, 1994 M.S. Virginia Tech, Blacksburg, VA, USA, Biology, 1996 Ph.D. University of Illinois at Urbana‐Champaign, Urbana, IL, USA, Biology, 2002

POSITIONS and EMPLOYMENT

Associate Professor, Department of Biology; East Carolina University (August, 2010 ‐ Present). Assistant Professor, Department of Biology; East Carolina University (January, 2004 – July, 2010). Academic Experience Teaching Assistant, Department of Biology; University of Windsor (1993 ‐ 1994). Research Assistant, Department of Biology; University of Windsor (1991 ‐ 1994). Teaching Assistant, Department of Ecology, Ethology and Evolution; University of Illinois (1997 ‐ 2000). Research Assistant, Department of Ecology, Ethology and Evolution; University of Illinois (1996 ‐ 2001). Teaching Assistant, Department of Biology; Virginia Tech (1994 ‐ 2006). Adjunct Assistant Professor, Department of Biology; North Carolina State University (2007 ‐ Present).

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

American Society of Naturalists Ecological Society of America Sigma Xi

Editorial Boards Oikos Southeastern Naturalist

PEER REVIEWED PUBLICATIONS Articles in Journals

127 Chalcraft, D. R. & Resetarits Jr., W. J. 2004. Metabolic rate models and the substitutability of predator populations. Journal of Animal Ecology, 73, 323‐332. Chalcraft, D. R., Smith, M. D. , Williams, J., & Willig, M. R. 2004. Scale dependence in the species richness ‐ productivity relationship: the role of species turnover. Ecology, 85, 2701‐2708. Chalcraft, D. R., Binckley, C. A. , & Resetarits Jr., W. J. 2005. Experimental venue and estimation of interaction strength: comment. Ecology, 86, 1061‐1067. Wilsey, B. J., Chalcraft, D. R. , Bowles, C., & Willig, M. R. 2005. Multidimensional nature of species diversity in grassland communities. . Ecology, 86, 1178‐1184. Resetarits Jr., W. J. & Chalcraft, D. R. 2007. Functional diversity within a morphologically conservative genus of predators: implications for functional equivalence and redundancy in ecological communities. Functional Ecology, 21, 793‐804. Rogers, T. N. & Chalcraft, D. R. 2008. Effect of density‐dependent processes on larval anurans depends on environmental context. Canadian Journal Fisheries and Aquatic Sciences, 65, 2761‐2768. Chalcraft, D. R., Cox, S., Clark, C., Cleland, E., Suding, K. N. , Evan Weiher, and Deana Pennington, 2008. Scale‐dependent responses of plant biodiversity to nitrogen enrichment. Ecology, 89, 2165‐2171. Chalcraft, D. R., Wilsey, B. J. , Bowles, C., & Willig, M. R. 2009. The relationship between productivity and multiple aspects of biodiversity in grassland communities. Biodiversity and Conservation, 18, 91‐104. Chapters, Cases, Readings, Supplements Resetarits Jr., W. J., Binckley, C. A. , & Chalcraft, D. R. 2005. "Habitat selection, species interactions, and processes of community assembly in complex landscapes: a metacommunity perspective", In Holyoak, M., Leibold, M. A. and Holt, R.D. (Ed.) Metacommunities: spatial dynamics and ecological communities, (pp. 374‐398). Chicago: University of Chicago Press.

RESEARCH and CREATIVE ACTIVITY Research

2005 ‐ Chalcraft, D. R., The effects of species loss from ponds: does it matter how many kinds of frog are present? East Carolina University. $19,762 2005 ‐ Chalcraft, D. R., The effects of biodiversity on pond communities: incorporating natural patterns of diversity loss ‐ seed grant., East Carolina University. $28,621 2007 ‐ Chalcraft, D. R., The effects of biodiversity on pond communities: incorporating natural patterns of diversity loss. National Science Foundation (NSF). $625,000

In Review 2010 ‐ Bond, J. E., Chalcraft, D.R., Goodwillie, C., Miller, R., & Reyes, E., Dimensions: Predicting Spatial Variation In Functional, Taxonomic And Genetic Components Of Biodiversity: Constraints On The Diversity And Distribution. Gov‐National Science Foundation (NSF).

COURSES TAUGHT

BIOl 2250. Ecology BIOL 3550. Honors

128 BIOL 4200, 01. Population and Community Ecology BIOL 6504,6514. Research Problems in Biology BIOL 6800. Population Ecology BIOL 6850, 60. Advances in Ecology BIOL 6992, 93. Internship in Applied Biology BIOL 7000. Thesis. BIOL 7900. Ecological Statitics BIOL 8810. Methods and Techniques in Experimental Biology BIOL 8830. Introduction to Research BIOL 9000. Dissertation Research

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise three Ph.D. students (Jon Davenport, Scott Jones, Lauren McCarthy) and 2 MS students (Robert Deans, Charles Williams) in the effects of predation, competition, and physical factors on biodiversity in semi‐permanent and permanent fresh water ponds.

Students Mentored

First Year Last Name Name Degree Graduated Title of Thesis / Dissertation The influence of hydroperiod on 2007 competitive interactions among Rogers Tracy MS larval anurans Does history matter? An experimental assessment of 2010 whether dragonfly colonization history affects insect biodiversity Amoroso Natalie MS within ephemeral ponds. Predator out of place: the differential impacts of native and 2010 nonnative crayfish on Bufo Connell Patia MS tadpoles Priority effects of overwintered 2010 rana tadpoles on larval southern Hernandez Jason MS toad (Bufo terrestris Bonnaterre)

129 NAME: Tim W. Christensen TITLE: Assistant Professor UNIT: DEPARTMENT OF BIOLOGY Howell S303 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252-328-0162 FAX NUMBER: 252-328-4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

BS. University of Utah, Molecular Biology & Chemistry, 1996 Ph.D. Cornell University, Molecular Biology & Genetics, 2002

POSITIONS and EMPLOYMENT

Research Assistant, University of Utah. 1995-1996 Teaching Assistant, Cornell University. 1996-2001 Post-Doctoral Researcher, Cornell University. 2002-2005 Director of Research, NovaSterilis Inc. 2002-2005 Research Associate, Cornell University. 2005-2007 Assistant Professor, East Carolina University. 2007-Present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Patents

Sterilization Methods And Apparatus Which Employ Additive-Containing Supercritical Carbon Dioxide Sterilant. Inventors: Christensen; Timothy Wayne , Burns; David Carroll, White; Angela Lydia, Ganem; Bruce , Eisenhut; Anthony Romey, U.S. Patent # 7,108,832

Inactivating Organisms Using Carbon Dioxide At Or Near Its Supercritical Pressure And Temperature Conditions Inventor: Christensen; Timothy Wayne, U.S. Patent # 7,560,113

HONORS/AWARDS

1994-1996: Hughes Undergraduate research fellowship “Genetics of Flower Development” University of Utah 1996-1998: Plant Cell Molecular Biology Fellowship, Cornell University 1998: Cornell University, CALS Outstanding Teaching Assistant of the year 1999: “Best Research Presentation” Northeast Regional Yeast Meeting 1999-2001: NIH Training Grant, recipient 2001: John S. Knight Writing for the Majors T.A. Award 2002: Dellil Nasser Award for Professional Development in Genetics

130 2003: “Best Presentation” American Association of Tissue Banks 27th Annual Meeting 2004: Invited speaker, Ivins Society, Deer Valley UT, “Allograft Sterilization Using Supercritical CO2” , October 2 2004: Invited Speaker, FDA CBER “Supercritical CO2 sterilization: Implications for allograft tissues and vaccines” November 9th 2005: Invited Speaker, “Terminal Sterilization Using Supercritical CO2” American Association of Tissue Banks 29th Annual Meeting, Sept 18 2007: Invited speaker DNA Profiling: Migration, Ancestry, Crime, and Health Insurance. Lecture presented in BioG 106. Cornell University, Ithaca, NY 2007: Invited speaker. Drosophila MCM10: Linking chromatin and DNA replication. East Carolina University Department of Biology 2007: Invited speaker. Drosophila MCM10: Linking chromatin and DNA replication. University of Alaska Anchorage, Department of Biology 2008: Invited speaker. Linking DNA Replication and Chromatin Formation. UNC Charlotte Department of Biological Science, Oct. 3. 2008: Invited speaker. Replication Proteins in Heterochromatin Formation. Brody School of Medicine Greenville NC.

PEER-REVIEWED PUBLICATIONS

Gouge CA & Christensen TW. 2010. Drosophila Sld5 is essential for normal cell cycle progression and maintenance of genomic integrity.. Biochemical and Biophysical Research Communications 400(1):145-50 Gouge CA & Christensen TW. 2010. Detection of S Phase Cells in Multiple Drosophila Tissues Utilizing the EdU Labeling Technique.. Drosophila Information Service, 93 Apger J, Reubens M, Henderson L, Gouge CA, Ilic N, Zhou HH, Christensen TW. . 2010. Multiple functions for Drosophila Mcm10 suggested through analysis of two Mcm10 mutant alleles. Genetics 185(4):1151-65. White, A., Burns, D. Christensen, T.W. Effective Terminal Sterilization Using Supercritical Carbon Dioxide. 2006. J Biotech. 123(4):504-15 (ISI Journal Impact factor 2.565) Christensen, T.W. and Tye, B.K. 2003. Drosophila Mcm10 interacts with members of the pre-replication complex and is required for proper chromosome condensation. Mol Biol Cell. 14: 2206-2215 (ISI Journal Impact factor 6.028) Chang, V., Fitch, M.J. Donato, J.J., Christensen, T.W., Merchant, A.M. and Tye, B.K. Mcm1 binds replication origins. 2003. J Biol Chem. 278: 6093-6100.

RESEARCH/CREATIVE ACTIVITY SUPPORT

“Evaluation of a novel whole cell vaccine development technique”. NY CAT Program 03250013. $40,000. 2003-2005. “A Method for Reduction of Bioburden in Bone Allografts”. NIH SBIR Phase I 1R43AR052223-01. $100,000. 2005. “A New Vaccine Development Method.” NSF SBIR Phase I: # 0610716. $100,000. 2006. “A Novel Method for Reduction of Bioburden in Bone Allografts - Phase II”. NIH SBIR Phase II 2R44AR052223-02. $933,000. 2006-2008.

131 “Terminal Sterilization of Tendon Allografts with C02.” NIH SBIR Phase I 1R43AR052230-01A1. $100,000. 2005-2006. Start-up award. East Carolina University. $221,000. 2007-2010 “Drosophila MCM10 in DNA Replication and heterochromatin formation”. NIH R15 GM093328- 01. $215,000. 2010-2013.

COURSES TAUGHT

BIOL 1100, 01. Principles of Biology I BIOL 3550 Biology Honors BIOL 4550 Biology Honors BIOL 4504, 4514. Research Problems in Biology BIOL 6504, 6514. Research Problems in Biology BIOL 6230, 31. Advanced Techniques in Molecular Biology: Imaging in Molecular Biology BIOL 7000 Thesis BIOL 8830 Introduction to Research

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise one Ph.D. student (Michael Reubens) and three MS students ( Chad Hunter, Divya Devadasan, and Jeff Chmielewsk) in the relationship between DNA replication and heterochromatin structure.

Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation “Characterization of the GINS subunit Psf1 in Drosophila Sufrinko Brian MS 2009 melanogaster.” “Characterization of mutations in the CTF4 gene in Drosophila Gosnell Justin MS 2010 melanogaster” “Separation of the roles of Drosophila Mcm10 in DNA replication Apger Jennifer MS 2010 and Heterochromatin.” “Characterization of the GINS Henderson Laura MS 2010 complex subunit psf2.” “Characterization of Sld5, a Gouge Catherine MS 2010 Subunit of the GINS Complex.”

132

NAME: Robert R. Christian TITLE: Distinguished Research Professor Biology UNIT: Department of Biology Howell S‐105 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.1835 FAX NUMBER: 252.328.4178 E‐MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

A.B. Rutgers University, Camden College of Arts and Sciences (Cum Laude)‐ Biology M.S., University of Georgia ‐ Microbiology. 1972 Ph.D., University of Georgia ‐ Microbiology. 1976.

POSITIONS AND EMPLOYMENT

NSF Traineeship at the University of Georgia. 1969‐1970. Assistant instructor of Biology at Rutgers, Camden College of Arts and Sciences. 1970‐1972. Graduate non‐teaching assistantship at the University of Georgia. 1972‐1974. Research assistantship at the University of Georgia. 1974‐1976. Assistant Professor of Biology at Drexel University. 1976‐1981. Assistant Professor in Environmental Science and Engineering Faculty at Drexel University. 1977‐1981. Research Associate at the University of Georgia. During a one year leave of‐ absence from Drexel University. 1979‐1980. Duties shared between the Marine Institute and the Department of Microbiology. Associate Professor of Biology at East Carolina University. 1981‐1985. Professor of Biology at East Carolina University. 1985‐Present. Director of Graduate Studies for Biology at East Carolina University. 1986‐1989. Visiting Professor at University of Ferrara, Department of Evolutionary Biology, Italy (3 months). 1991. Distinguished Research Professor of Biology at East Carolina University. 2003‐ Present. Thomas Harriot College of Arts and Sciences Distinguished Professor. 2007‐2010.

OTHER RELEVANT EXPERIENCES AND PROFESSIONAL MEMBERSHIPS

Atlantic Estuarine Research Society (President 1982‐1984, Secretary 1992‐93) Atlantic Canada Coastal Estuarine Science Society (2005‐2009) American Institute of Biological Sciences (2008‐, Member of Board of Directors 2008‐) American Society of Limnology and Oceanography (1995‐ 2009)

133 American Society for Microbiology (1971‐ 2009) California Estuarine Research Society (2005‐2009) Ecological Society of America (1975‐ ) Coastal and Estuarine Research Federation (formerly Estuarine Research Federation)(Governing Board Member 1982‐1984, President‐elect 2003‐2005, President 2005‐2007, Past President 2007‐2009, reappointed Past President 2010 ‐) Gulf Estuarine Research Society (2005‐2009) LaguNet (2008‐2009) New England Estuarine Research Society (2005‐2009) North Carolina Chapter of the American Society for Microbiology (Alternate Councilor 1989‐90, Councilor 1990‐92, President‐elect 1992‐93, President 1993‐94)(membership lapsed 2003). Pacific Estuarine Research Society (2005‐2009) Sigma Xi (E.C.U. Chapter President‐Elect 1986‐1987, E.C.U. Chapter President 1987‐88) Society of Wetland Scientists (1988 – 2008) Southeastern Estuarine Research Society (2005‐)

HONORS/AWARDS

1976: Sigma Xi award for outstanding Ph.D. dissertation of 1976 from the University of Georgia 1993: Distinguished Alumni Lecturer. University of Georgia, Microbiology Department 1999: Fellow of the American Academy of Microbiology 1994: Helms Faculty Research Award from ECU Sigmi Xi 1994: The Venerable Clam for spring 1994 meeting of Atlantic Estuarine Research Society 2003: Lifetime Achievement Award in Research and Creative Activity at East Carolina University 2007: Thomas Harriot College of Arts and Sciences Distinguished Professor Thomas Harriot College of Arts and Sciences. 2008: Centennial Leader of College of Health and Human Performance at East Carolina University College of Health and Human Performance at East Carolina University.

PEER REVIEWED PUBLICATIONS Articles in Journals

Baird, D., Christian, R. R. , Peterson, C. H. , & Johnson, G. (2004). Consequences of hypoxia on estuarine ecosystem function: energy diversion from consumers to microbes. Ecological Applications. Dame, J. K. & Christian, R. R. (2006). Uncertainty and the use of network analysis for ecosystem‐ based fishery management. Fisheries. Borrett, S. R., Whipple, S. J. , Patten, B. C. , & Christian, R. R. (2006). . Indirect effects and distributed control in ecosystems: Temporal variation of indirect effects in a seven‐ compartment model of nitrogen flow in the Neuse River Estuary, USA‐‐Time series analysis. Ecological Modelling. Christian, R. R. & Mazzilli, S. (2007). Defining the coast and sentinel ecosystems for coastal observations of global change. Hydrobiologia, 577, 55‐70.

134 Dame, J. K. & Christian, R. R. (2007). A statistical test of network analysis: can it detect differences in food web properties? Ecosystems, 10 (906‐923). Rheinhardt,, R. D., Brinson,, M. M. , Christian, R. R. , Miller,, K. H. , & Meyer, G. F. (2007). A referenced‐based framework for evaluating the ecological condition of stream networks in small watersheds. Wetlands, 27, 524‐542. Day, J. W., Christian, R. R. , Boesch, D. M. , Yanez‐Arancibia, A., Morris, J. T. , RR Twilley, L. Naylor, L. Schaffner, C. Stebveneson., (2008). Consequences of Climate Change on the Ecogeomorphology of Coastal Wetlands. Estuaries and Coasts, 31, 477‐491. Dame, J. K. & Christian, R. R. (2008). Evaluation of ecological network analysis: validation of output. Ecological Modelling, 210, 327‐338. Christian, R. R., Brinson, M. M. , Dame, J. K. , Johnson, G., Peterson, C. H. , D. Baird, (2009). Ecological network analyses and their use for establishing reference domain in functional assessment of an estuary. Ecological Modelling, 220, 3113‐3122. Racchetti, E., Bartoli, M., Soana, E., Longhi, D., Christian, R. R. , M Pinardi P Viaroli, (2010). Influence of hydrological connectivity of riverine wetlands on nitrogen removal via denitrification. Biogeochemistry. Johnson, J. C., Christian, R. R. , Brunt, J. W. , Hickman, C. R. , & Waide, R. B. (2010). Evolution of Collaboration within the US Long‐term Ecological Research Network. Bioscience. Brinson, M. M. & Christian, R. R. (2010). Assessing functions of wetlands and the need for reference. Biologia Ambientale, 24, 1‐12.

Chapters, Cases, Readings, Supplements

Peterson, C. H., Barber, R. T. , Cottingham, K. L. , Lotze, H. K. , Simenstad, C. A. , R. R. Christian, M. F. Peihler, and J. Wilson, (2008). "Chapter 7. National Estuaries.", Preliminary review of adaptation options for climate‐sensitive ecosystems and resources. Christian, R. R. (2008). "Coastal GTOS", Terrestrial Observations of Our Planet: Biennial Report 2006‐2007. Christian, R. R., Voss, C. M. , Bondavalli, C., Naldi, M., Viaroli, P., A.C. Tyler, I.C. Anderson, K.J. McGlathery, R.E. Ulanowicz, and V. Camacho‐Ibar., (2010). "Ecosystem Health Indexed through Networks of Nitrogen Cycling.", In Press, In M.J. Kennish and H.W. Paerl (Ed.) Coastal Lagoons: Critical Habitats of Environmental Change., (pp. 73‐91). Boca Raton, FL: Taylor & Francis Group LLC. Paerl, H. W., Christian, R. R. , Bales, J. D. , Peierls, B. L. , Hall, N. S. , AR Joyner SR Riggs, (2010). "Assessing the response of the Pamlico Sound, North Carolina, USA to human and climatic disturbances: Management implications.", Coastal Lagoons: Critical Habitats of Environmental Change..

RESEARCH/CREATIVE ACTIVITY SUPPORT Research

2007 ‐ Christian, R. R., Ecological Effects of Sea‐level Rise on Coastal North Carolina Marshes. NOAA. $206,702

135 2007 ‐ Christian, R. R., Long‐Term Drivers, State Change, and Disturbance on the Virginia Coast Reserve: LTER V (As subcontract through U. Va, GOV‐National Science Foundation (NSF). $20,000 2008 ‐ Christian, R. R., Long‐Term Drivers, State Change, and Disturbance on the Virginia Coast Reserve: LTER V, GOV‐National Science Foundation (NSF). 2009 ‐ Christian, R. R. & Brinson, M.M., Long‐Term Drivers, State Change, and Disturbance on the Virginia Coast Reserve: LTER V, GOV‐National Science Foundation (NSF).

COURSES TAUGHT

BIOL 3220 Microbiology BIOL 3550 Honors BIOL 3220 Microbiology BIOL 4320 Ecological Responses to Local Climate Change BIOL 5260, 61 Microbial Ecology BIOL 5270 Marine Community Ecology BIOL 6504, 6514 Research Problems in Biology BIOL 6850 Advances in Ecology: Network Ecology BIOL 6850: Network Ecology BIOL 7000 Thesis CRM 9000 Dissertation

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise one MS student (Brooke Costanza) in abiotic factors influencing primary production in a salt marsh.

Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation The importance of organic matter to nutrient processing in headwater stream O'Neal jessi MS 2004 bottoms of the coastal plain. Effects on a salt marsh ecosystem Marsh Amanda MS 2007 following a brown marsh event. Evaluation of ecological network analysis Dame James phD 2005 for ecosystem‐based management. Response of dominant marsh macrophytes and their ecosystem function to inundation as predictors to Voss Christine Phd 2009 future effects of sea‐level rise.

136 NAME: Lisa M. Clough TITLE: Associate Professor UNIT: Department of Biology Howell S-104 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.1834 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.A.(Hons) Wesleyan University, Biology and Environmental Sciences, 1986 Ph.D. Stony Brook University, Coastal Oceanography, 1993

POSITIONS AND EMPLOYMENT

Assistant Research Scientist, Institute for Coastal and Marine Resources 1993 - 1998). Visiting Assistant Professor, Department of Biology 1995 - 1998 Assistant Professor, Department of Biology 1998 - 2004. Associate Professor, Department of Biology August, 2004 - Present Program Director, Antarctic Integrated Systems Science, National Science Foundation IPA Rotator position. June, 2009 - Present

OTHER RELEVANT EXPERIENCES AND PROFESSIONAL MEMBERSHIPS Professional Memberships

American Geophysical Union, AAAS Ecological Society of America The Oceanography Society Estuarine Research Foundation

Professional Development

2009: Distance Ed Peer Review Workshop. Greenville, North Carolina. 2009: OSP sponsored workshop (large projects). Greenville, North Carolina.

HONORS/AWARDS

2004: Distinguished Service Medal- Highest USCG Civilian Honor US Coast Guard. 2009: Alumni teaching award ECU. 2010: Antarctic Service Medal United States Antarctic Program.

PEER REVIEWED PUBLICATIONS Articles in Journals

137

Marancik, K. E., Clough, L. M. , & Hare, J. A. (2004). Cross-shelf and seasonal variation in larval fish assemblages on the southeast United States continental shelf off the coast of Georgia. Fisheries Bulletin, 103, 108-129. Ambrose, W. G., VonQuillfeldt, C., Clough, L. M. , Tilney, P. R. , & Tucker, T. (2005). The Sub-ice algal community in the Chukchi Sea: large and small scale patterns of abundance based on images from a remotely operated vehicle. Polar Biology, 28, 784-795. Reynolds, M., Reynolds, T., Lean, C., & Clough, L. M. (2005). Cape Krusenstern National Monument: Year-round sampling to characterize water quality, species richness, and food web structure in five coastal lagoon. Alaska Park Science, 4, 38-43. Clough, L., Renaud, P. E. , & Ambrose, W. G. (2005). Impacts of water depth, sediment pigment concentration, and benthic macro faunal biomass on sediment oxygen demand in the western Arctic Ocean. Canadian Journal Fisheries and Aquatic Sciences, 62, 1756-1765. McMahon, K. W., Ambrose, W. G. , Johnson, B. J. , Sun, M. Y. , Lopez, G. R. , LM Clough, ML Carroll, (2006). Benthic Community Response to ice algae and phytoplankton in Ny Alesund, Svalbard. Marine Ecology Progress Series. Renaud, P. E., Ambrose, W. G. , Vanreusel, A., & Clough, L. M. (2006). Nematode and macrofaunal diversity in central Arctic Ocean benthos. Journal of Experimental Marine Biology and Ecology. Sun, M., Carroll, M. L. , Ambrose, W. G. , Clough, L. M. , Zou, L., GR Lopez, (2007). Rapid Consumption of phytoplankton and ice algae by Arctic soft-sediment benthic communities: Evidence using natural and C-13-labeled food materials. Journal of Marine Research, 65 (4), 561- 588. Sun, M. Y., Clough, L. M. , Carroll, M. L. , Dai, J., Ambrose, W. G. , GR Lopez, (2009). Differential responses of two common Arctic macrobenthic species (Macoma balthica and Monoporeia affinis) to phytoplankton and ice algae: Will climate change impacts be species specific? Journal of Experimental Marine Biology and Ecology, 376, 110-121. Jewett, S. C., Clough, L. M. , Blanchard, A. L. , Ambrose, W. G. , Feder, H. M. , MK Hoberg, AV Whiting, (2009). Nearshore macrobenthos of northern Kotebue Sound, Alaska, with reference to local sewage disposal. Polar Biology, 32 (11), 1665-1680.

RESEARCH/CREATIVE ACTIVITY SUPPORT

2007: Clough, L. M., DREAM: gift from Akvaplan Niva - Norway. Research $10,000 2008: Clough, L. M., Continued Support for East Carolina University Research project PCS Phosphate Effluent Monitoring and Water Quality in the pamlico River Estuary, NC PCS Phosphate. $50,000, 2008: Clough, L. M., Continued Support for East Carolina University Research Project NCPC Tract Water Quality Monitoring $CZR Inc. 18,450 2008: Clough, L. M., Coastal Lagoons Communities and Ecosystems, National Parks. $28,000 2009: Clough, L. M., Coastal Lagoon Communities & Ecosystems, National Parks. $31,000 2009: Clough, L. M., Continued Support for East Carolina University Research Project NCPC Tract Water Quality Monitoring CZR Inc. $19,000, 2009: Clough, L. M., Continued Support for East Carolina University Research project PCS Phosphate Effluent Monitoring and Water Quality in the pamlico River Estuary, NC PCS Phosphate. $60,000, 2009: Clough, L. M., DREAM- grad support on Arctic clams, Akvaplan-Niva Norway. $10,000

138

COURSES TAUGHT

BIOL 1060 Environmental Biology BIOL 2250 Ecology BIOL 3550 Honors BIOL 4320 Ecosystem Impacts of Climate Change BIOL 5270 Marine Community Ecology BIOL 6504.6514 Research Problems in Biology BIOL 6910 Coastal Ecological Processes BIOL 7000 Thesis CRM 9000 Dissertation

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently the Program Director for Antarctic Integrated Systems Science at NSF, and am not supervising graduate students.

Students Mentored

Last First Degree Year Title of Thesis/Dissertation

Name Name Graduated

Marancik Katrin MS 2003

Larval fish assemblages of the Georgia bight

Meltzer Kate MS 2004 Investigations of the effects of food type and temperature on the seasonal and annual growth of Macoma balthica

Jenkins Jacqueline MS 2005 Feeding ecology of juvenile fishes from the southeast United States continental shelf

Betourney Scott MS 2006 The digestibility of phytoplankton and ice algae by the bivalve Macoma balthica in Alaska

Cooper Rebecca PhD 2005 Antioxidant enzyme response to hypoxia- induced oxidative stress in the estuarine fish Leiostomus xanthurus

139

NAME: John Conoley TITLE: Teaching Assistant Professor UNIT: Department of Biology Howell N-405 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.9988 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

North Carolina State University, Raleigh, NC Bachelor of Science in Biological Business Management, December 2000 North Carolina State University, Raleigh, NC Master of Extension Education, May 2002 North Carolina State University, Raleigh, NC Doctorate of Education concentration Information Technology, December 2004

POSITIONS and EMPLOYMENT

Web Designer and Developer, NCSU Agricultural & Extension Education, 2000 – 2002 Web Designer and Developer, North Carolina Aquariums, 2002 – 2003 Information Systems Coordinator and Assistant Teaching Professor, Department of Biology, East Carolina University, 2003 – Present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS

2004 – 2010: Lab Coordinators: Coordinators for computer laboratories 2005-2011 - Web Page Design : Biology Department Mobile Site 2008 - Web Page Design : Coastal Maritime Council Website 2008-2010: Departmental Sedona Coordinator: Departmental Sedona Coordinator 2011 - Web Page Design : NC Biodiversity Website 2011 - Web Page Design : Interdisciplinary Doctoral Program in Biological Sciences Website

PUBLICATIONS

Articles Conoley, J. (2005). The Use of Audience Response Systems to Improve Student Achievement in High School Agriscience Courses . NAERC, 8-12. Conoley, J. W., Croom, D. B. , Moore, G. E. , & Flowers, J. L. (2007). Using Electronic Audience Response Systems in High School Agriscience Courses. Journal of Agricultural Education, 48 (3), 67-77.

Refereed Proceedings

140 Conoley, J., Croom, D. B. , Moore, G. E. , & Flowers, J. F. (2006). The Use of Audience Response Systems to Improve Student Achievement in High School Agriscience Courses. National Agricultural Education Research Conference. Conoley, J., Croom, D. B. , Moore, G. E. , & Flowers, J. F. (2006). Impacts of an Audience Response System on Student Achievement in High School Agriscience Courses. Souther Agricultural Education Research Conference.

COURSES TAUGHT

BIOL 1060, 61. Environmental Biology and Lab. BIOL 4504. Research Problems in Biology.

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

No current or past graduate students.

NAME: Ashley Egan TITLE: Assistant Professor UNIT: Department of Biology Howell N-303a East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: (252) 328-4244 (office) FAX NUMBER: (252) 328-4178 (fax) E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.Sc. (Hons) Utah State University, Logan, UT, Biology, 1996-1998 Ph.D. Brigham Young University, Provo, UT, Molecular Biology, 2001-2006

POSITIONS and EMPLOYMENT

Howard Hughes Medical Institute Undergraduate Research Fellowship, Utah State University Population genetics of Ipomopsis (Polemoniaceae) and Erythronium (Liliaceae). September, 1996 - May, 1998 Lab Manager, University of Utah Plants Systematics lab manager of molecular and living collections and work. November, 2000 - August, 2001 Research and Teaching Assistant, Brigham Young University Evolution, phylogenetics, and population genetics of tribe Psoraleeae (Leguminosae); Laboratory and classroom teaching. August, 2001 - December, 2006 Postdoctoral Associate, Cornell University Phylogenetic systematics of subtribe Glycininae (Leguminosae); polyploidy and genomics. January, 2007 - January, 2010

141 Research Associate, Cornell University Comparative genomics of polyploids and molecular systematics of Phaseoleae tribe (Leguminosae). February, 2010 - August, 2010 Visiting Scholar, Cornell University Assessing the rate of diploidization and cryptic polyploidy in phaseoloid legumes (Leguminosae). August, 2010 - August, 2011 Assistant Professor, East Carolina University Molecular systematics and comparative genomics of phaseoloid legumes (Leguminosae). August, 2010 - Present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

American Society of Plant Taxonomists, 2001, National Society of Systematic Biologists, 2001, International

Professional Development

2007: Teaching Development Workshops. Presented by Instructional Support, Center for Learning and Teaching, Cornell University. Topics included 'Grading & assessing student learning', 'Dealing with students in office hours', 'Preparing to teach' and 'Effective Presentations.' March 29, April 12, Sept 13, Oct 18 2007. Cornell University, Ithaca, New York. 2007: ASPB Lab Leadership Workshop. ASPB held a comprehensive laboratory leadership workshop prior to the Plant Biology & Botany 2007 Annual Meeting. The workshop was held July 5-7, 2007 in Chicago, Illinois. 2010: Legume Phylogeny Working Group Workshop: Introduction to Perl. Organized and presented by Drs. Michael Sanderson and Shelley McMahon. Intensive training in PERL scripting for bioinformatics and evolutionary biology. By invitation only. May 17-22, 2010. University of Arizona, Tucson, Arizona. 2010: Next Generation Sequencing Workshop. Organized jointly by the Computational Biology Service Unit (CBSU), the Center for Vertebrate Genomics (CVG), and the Cornell Center for Comparative and Population Genomics (3CPG). Intensive lecture and hands-on training concerning next generation sequencing technologies, methods, analyses, and informatics. March 10 - April 21, Cornell University, Ithaca, New York. 2010: Scientific Writing Workshop. A day-long workshop on Scientific Writing presented by Dr. John P. Kastelic, DVM, PhD, senior scientist at Lethbridge Research Center, Alberta, Canada, and editor of Theriogenology. Held at Cornell University, Ithaca, New York.

Professional Service & Committees

PlantingScience.org: online mentor for K-12 science teams doing experiments in plant biology Symposium Organizer: Advances in Plant Systematics and Population Genomics: Applications of Next Generation Techniques; Botany 2011, St. Louis, Missouri Peer Reviewer: Evolution, BMC Evolutionary Biology, Molecular Ecology, RHODORA, American Journal of Botany Grant Reviewer: NSF Systematic Biology and Biodiversity Inventories Cluster

142 HONORS/AWARDS

2005: Research Presentation Award Brigham Young University Graduate Studies. 2009: Postdoctoral Fellowship Award in Computational Biology (declined). National Library of Medicine.

PEER REVIEW PUBLICATIONS Articles in Journals

Allison, J. R., Morris, M. W. , & Egan, A. N. 2006. A new species of Pediomelum (Leguminosae) from the Piedmont area of Georgia and South Carolina. SIDA, Contributions to Botany, 22 (1), 227-241.

Egan, A. N. & Crandall, K. A. 2008. Divergence and diversification in North American Psoraleeae (Fabaceae) due to climate change. BMC Biology, 6, 55. Wawrzynski, A., Ashfield, T., Chen, N. W. , Mammadov, J., Nguyen, A., R. Podicheti, S.B. Cannon, V. Thareau, C. Ameline-Torregrosa, E. Cannon, B. Chacko, A. Couloux, A. Dalwani, R. Denny, S. Deshpande, A.N. Egan, N. Glover, S. Howell, D. Ilut, H. Lai, S. Martin del Campo, M. Metcalf, M. O'Bleness, B.E. Pfeil, M.B. Ratnapark, 2008. Replication of nonautonomous retroelements in soybean appears to be both recent and common. Plant Physiology, 148 (4), 1760-1771. Innes, R. W., Ameline-Torregrosa, C., Ashfield, T., Cannon, E., Cannon, S. B. , B. Chacko, N.W.G. Chen, A. Couloux, A. Dalwani, R. Denny, S. Deshpande, A.N. Egan, N. Glover, C.S. Hans, S. Howell, D. Ilut, S. Jackson, H. Lai, J. Mammadov, S. Martin del Campo, M. Metcalf, A. Nguyen, M. O'Bleness, B.E. Pfeil, R. Podicheti, M.B. Ratnapar, 2008. Differential accumulation of retroelements and diversification of NB-LRR disease resistance genes in duplicated regions following polyploidy in the ancestor of soybean. Plant Physiology, 148 (4), 1740-1759. Egan, A. N. & Crandall, K. A. 2008. Incorporating gaps as phylogenetic characters across eight DNA regions: ramifications for North American Psoraleeae (Leguminosae). Molecular Phylogenetics and Evolution, 46, 532-546. Egan, A. N. & Reveal, J. L. 2009. A New Combination in Pediomelum and a New Genus, Ladeania, from Western North America (Fabaceae, Psoraleeae). Novon, 19 (3), 310-314. Doyle, J. J. & Egan, A. N. 2009. Dating the origins of polyploidy events. New Phytologist, 186, 73-85.

Egan, A. N. & Doyle, J. J. 2010. A Comparison of Global, Gene-Specific, and Relaxed Clock Methods in a Comparative Genomics Framework: Dating the Polyploid History of Soybean (Glycine max). Systematic Biology, 59 (5), 534-547.

Chapters, Cases, Readings, Supplements

Egan, A. N. & Crandall, K. A. 2006. "Theory of Phylogenetic Estimation", In C.W. Fox and J.B. Wolf (Ed.) Evolutionary Genetics: Concepts and Case Studies. London: Oxford University Press.

143 RESEARCH/CREATIVE ACTIVITY SUPPORT Research

2004 - Egan, A. N., Society of Systematic Biologists Graduate Fellowship ( $1,900), The Impact of Evolution on Essential Oil Content of Nepetoideae Genera (Labiatae), Society of Systematic Biologists. 2004 - Egan, A. N., NSF Dissertation Improvement Grant, DISSERTATION RESEARCH: Phylogenetics and Biogeography of North American Psoraleeae (Leguminosae), GOV-National Science Foundation (NSF). 2005 - Egan, A. N., Graduate Studies Research Award, Diversification of Essential Oil Content among Nepetoideae Genera (Labiatae, the Mint Family), Graduate Studies; Brigham Young University. 2005 - Egan, A. N., Graduate Studies Research Award ( $6,500), Phylogenetics and Biogeography of North American Psoraleeae (Leguminosae), Graduate Studies; Brigham Young University. 2005 - Egan, A. N., American Society of Plant Taxonomists Graduate Research Fellowship ( $700), Phylogenetics and Biogeography of North American Psoraleeae (Leguminosae) Based on Nuclear and Chloroplast DNA Sequences: A Network-Based Approach, American Society of Plant Taxonomists. 2005 - Egan, A. N., NSF Dissertation Improvement Grant, DISSERTATION RESEARCH: Phylogenetics and Diversification of North American Psoraleeae (Leguminosae), GOV-National Science Foundation (NSF). 2006 - Egan, A. N., Grant in Aid of Research ( $1,500), The Population History and Conservation Genetics of Pediomelum pariense, a Rare Plant Endemic to Utah (Leguminosae), U.S. Bureau of Land Management. 2006 - Egan, A. N., Grant in Aid of Research ( $1,000), The Population History and Conservation Genetics of Pediomelum pariense, a Rare Plant Endemic to Utah (Leguminosae), Utah Native Plant Society. 2010 - Egan, A. N. & Doyle, J.J., Dimensions: Assessing the evolutionary history, taxonomy, genetic diversity, and invasiveness of Pueraria (Fabaceae: tribe Phaseoleae), GOV-National Science Foundation (NSF).

COURSES TAUGHT

BIOL 6992 “Preparing for the Job Market” Spring 2011

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

New faculty member; no current or past graduate students

144 NAME: Mary A. Farwell TITLE: Professor UNIT: Department of Biology Howell 307a, N105 East Carolina University Greenville NC 27858 TELEPHONE NUMBER: 252.328.6313 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

Sc.B. Honors in Biology, Magna Cum Laude, Brown University 1982 Ph.D. Biochemistry, University of California, Berkeley 1989

POSITIONS and EMPLOYMENT Research Associate, Department of Clinical Lab Science, Miriam Hospital, Providence RI 1982-1983. Postdoctoral Associate, Prof. Jesse C. Rabinowitz, Dept. of Biochemistry, University of California 1990 Postdoctoral Fellow, Prof. Linda L. Spremulli, Dept. of Chemistry, University of North Carolina 1991- 1994 Assistant Professor, Department of Biology, East Carolina University 1994-2000 Associate Professor, Department of Biology, East Carolina University 2000-2010 Professor, Department of Biology, East Carolina University 2010-present Director of Undergraduate Studies, Department of Biology, Dec. 2007-present Director of Undergraduate Research, Division of Research and Graduate Studies, 2008-present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

Sigma Xi, The Scientific Research Society American Society for Biochemistry and Molecular Biology Elected to Phi Kappa Phi (2009)

University and UNC System Service

Research Ethics Oversight Committee 2001-, Chair, Subcommittee on Research in the Capital 2005, 2007 Undergraduate Research/Creative Activity grants committee chair, 2008-, EC Scholars Advisory Committee, 2008- Health Professions Committee Founding Chair, 2008-

Board member, , Science Olympiad Regional Event leader 2003-2005 UNC Consortium for Undergraduate Research member 2004-, Council on Undergraduate Research (CUR) Liason to ECU, 2000-pres, Biology Councilor 2004-2007

Ad hoc Reviewer for Funding Agencies

145 American Cancer Society, Internal Research Grant panel American Heart Association Mid-Atlantic Consortium , Grant review panel member Mentoring committee member, Rhode Island INBRE grant

Ad hoc Reviewer for Journals

Biochimica Biophysica Acta Biotechniques Molecular Evolution PLOS-One Cell Biology Education

PEER REVIEW PUBLICATIONS Articles in Journals

Deborah Booth, Rudy Sirochman, David C. Richardson, Jane S. Richardson, Steven W. Weiner, Mary Farwell, Cindy Putnam-Evans, and Robert C. Bateman Jr. (2005) Assessment of Molecular Construction in Undergraduate Biochemistry Journal of Chemical Education 82, 1854. Rippei Hayashia, Takuya Ueda, Mary A. Farwell and Nono Takeuchi (2007) Nuclear respiratory factor 2 activates transcription of human mitochondrial translation initiation factor 2 gene Mitochondrion 7, 195-203. Elizabeth M. Hodge, M.H.N. Tabrizi, Mary A. Farwell and Karl L. Wuensch (2008) Virtual Reality Classrooms: Strategies for Creating a Social Presence, International Journal of the Social Sciences Special Edition:Virtual Reality in Distance Education 2, 105-109. Baohong Zhang and Mary A. Farwell (2008) microRNAs: a new emerging class of players for disease diagnostics and gene therapy, J. Cell Mol Med 12; 3-21. Jacquelyn M. Long, Charles W. Bell, W. Samuel Fagg IV, Mary E. Kushman, Kevin G. Becker, James A. McCubrey and Mary A. Farwell (2008) Microarray and pathway analysis reveals decreased CDC25A and increased CDC42 associated with slow growth of BCL2 overexpressing immortalized breast cell line, Cell Cycle 7:19; 3062-73.

RESEARCH/CREATIVE ACTIVITY SUPPORT Research

Burroughs-Wellcome Fund Student Science Enrichment Program 2006-2007, “Partnering with Regional and Industrial Assets for Teaching and Enrichment in Science (PIRATES) Summer Science Camp”, Mary A. Farwell, PI and Patrick Enderle, Co-PI. $57,802. Leo Jenkins Cancer Center, 2006-2007 “Targeted depletion of N-terminally extended eIF4G-1 isoforms in breast cancer cell lines to reduce proliferation and/or increase susceptibility to apoptosis”, Brett D. Keiper, PI and Mary A. Farwell, co-PI, $35,000. ECU Faculty Senate Research/Creative Activity Grant, 7/2007 $23,212, "Protein expression in MCF10A breast cells over-expressing Bcl-2", Mary A. Farwell, PI. Burroughs-Wellcome Fund Student Science Enrichment Program: “Partnering with Regional and Industrial Assets for Teaching and Enrichment in Science (PIRATES) Summer Science Camp”, 2008-2011, $176,739, Mary A. Farwell, PI and Anne Bunnell, Co-PI.

146 North Carolina Biotechnology Educational Enhancement Grant, 2008-2009 "Preparing Future Leaders for North Carolina: Developing an Applied Biology Concentration for the MBA Degree", $15,000, Mary A. Farwell, PI, Lisa M. Clough and Roy P. Simerley, co-PI. National Science Foundation Course, Curriculum and Laboratory Improvement grant, "Collaborative Project: Integration of Shared Presentation Virtual Space in STEM Courses", $75,267, M.H.N Tabrizi, PI, Mary Farwell, Christine Russell, co-PIs funded 3/09. North Carolina Biotechnology Center Undergraduate Fellowship award, “Undergraduate Research in Biotechnology at Error! Contact not defined.”, $5000, Mary Farwell, Administrator, Jennifer Satterwaite, PI and Eli Hvastkovs, mentor funded 4/09.

In Review NIH Recovery Act 03-CA-101 Fingerprints for the Early Detection and Treatment of Cancer: The Development of an Electrochemical Cytosine Methylation Biosensor, $465,000, Eli Hvatskovs, PI and Mary Farwell, co-PI. NIH NCRR SEPA funded Food, Math and Science Teaching Excellence supplement: STEM Summer Institute and Lesson Study, $994,102, Melani Duffrin, PI. Listed as STEM personnel,

COURSES TAUGHT

BIOL 1050 General Biology BIOL 2100 Basic Laboratory Methods for Biotechnology BIOL 2101 Basic Laboratory Methods for Biotechnology Lab BIOL 2111 Fundamentals of Microbiology Lab BIOL 3103 Honors Indepenent Study BIOL 3504 Research in Biology BIOL 3550, 4550 Honors BIOL 4230 Concepts in Cell Biology BIOL 4504,4514 Research Problems is Biology BIOL 5810 Biochemistry II BIOL 6504,6514 Research Problems in Biology BIOL 7210 Transgenic Methodology and Applications BIOL 7211 Transgenic Methodology and Applications

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervising one MS student (David Huffman) in effects of photodynamic therapy on cancer cells.

Students Mentored (see below)

147

Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation Bell C. Wesley MS 2003 Characterization of MCF10A/Bcl-2 Cells The Induction of Apoptosis and Signal 2004 Transduction by HIV-1=GP120 Interaction with Franklin Edwin MS Chemokine Receptors

2005 Oreochromis mossambicus, Nitric Oxide, and McKeel Robin MS Hypoxia The Effects of bcl-2 overexpression on Apoptosis 2006 Smith Matthew M MS in MCF10A Breast Epithelial Cells The Effect of Constant Hypoxia on the 2006 Hogan Katherine MS Metabolism of Oreochromis mossambicu Microarray and Pathway Analysis Reveals bcl-2's 2007 Long Jacqueline MS Effect on MCF10A Cells Effects of siRNA Knockdown of Translation 2007 Initiation Factor 4G-1 Isoforms in MCF7 Breast Blackwell Amber MS Cancer Cells Overexpression of bcl-2 in MCF10A Cells: The 2008 Role of Staurosporine in Overcoming Apoptosis Fagg W. Sam MS Resistance Bcl-2's Effect on Gene Regulation in MCF10A 2009 Taylor Andrew MS Cells as Detected by qRT-PCR

148 NAME: Grant Gardner TITLE: Teaching Assistant Professor UNIT: Department of Biology N403 Howell Science Complex East Carolina University Greenville, NC 27858-4354 TELEPHONE NUMBER: 252-328-9842 FAX NUMBER: 252-328-4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. Vanderbilt University, Nashville, TN, Biological Sciences, 2000 M.S. North Carolina State University, Raleigh, NC, Zoology, 2004 Ph.D. North Carolina State University, Raleigh, NC, Science Education, 2009

POSITIONS and EMPLOYMENT

Research Assistant I, Vanderbilt University: Department of Immunology & Microbiology 2001 Graduate Teaching Assistant, North Carolina State University: Department of Zoology, 2002 - 2004. Biology Instructor, Central Carolina Community College: Department of Mathematics and Sciences 2004 - 2007. Graduate Research Assistant, North Carolina State University: Department of Science Education , 2007 - 2009. Post-Doctoral Associate, North Carolina State University: Department of Biology & Department of Science Education ,2009 - 2010. Teaching Assistant Professor, East Carolina University: Department of Biology , August, 2010 - Present.

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

National Association for Biology Teachers American Educational Research Association, National Association for Research in Science Teaching National Science Teacher Association - Society for College Science Teachers North Carolina Science Teacher Association School Science and Mathematics Association Public Communication of Science and Technology North Carolina Center for Biodiversity

Professional Development

2010: Think-In 2010: Teaching with Technology Showcase. 2010: National Association of Biology Teachers Professional Development Conference. Minneapolis, Minnesota.

149 2010: ECU Workshop: Peer Classroom Observation Training. Greenville, North Carolina. . 2010: Turning Point Clicker Training Session. Wednesday Nov 17, 2010. Greenville, North Carolina. 2010: Starfish Student Accountability Software Training. Tuesday, Nov 30th. Greenville, North Carolina. 2010: Moodle Training Session. Wednesday, Dec 1st. Greenville, North Carolina.

HONORS/AWARDS

2008: Selected as Departmental Representative in Graduate Student Research Symposium Dept. of Math, Science, & Technology Education. 2009: Agnes & Garfield Stiff Graduate Student Research Award. 2009: Selected as Departmental Representative at Graduate Student Research Symposium Dept. of Math, Science, & Technology Education. 2009: Received an honorarium for presented work Symposium of Life Sciences Education. 2009: Gardner & Jones (2009) article selected as a NABT BioClub recommendation National Association of Biology Teachers. 2009: Gardner, Jones, & Ferzli (2009) selected as a NABT BioClub Recommendation National Association of Biology Teachers.

PEER REVIEW PUBLICATIONS Articles in Journals

Gardner, G. E., Jones, M. G. , & Falvo, M. R. 2009. New science and societal issues: Considering the ethics of nanosensors. The Science Teacher, 76 (7), 49-53. Gardner, G. E., Jones, M. G. , & Ferzli, M. G. 2009. Popular media in the biology classroom: Viewing popular science skeptically. American Biology Teacher, 71 (6), 351-354. Gardner, G. E. & Jones, M. G. 2009. Bacteria buster: Testing antibiotic properties of silver nanoparticles. American Biology Teacher, 71 (4), 207-210. Gardner, G. E., Jones, M. G. , Taylor, A. R. , Forrester, J. R. , & Robertson, L. 2010. Students' risk perceptions of nanotechnology applications: Implications for science education. International Journal of Science Education, 32 (14), 1951-1969. Jones, M. G., Gardner, G. E., Taylor, A. R., Wiebe, E., & Forrester, J. 2010. Conceptualizing magnification and scale: The roles of spatial visualization and logical thinking. Research in Science Education. Gardner, G. E., & Jones, M. G. 2010. Perspectives and practices: Biology graduate teaching assistants’ framing of a controversial socioscientific issue. International Journal of Science Education. Gardner, G. E., & Jones, M. G. 2010. Science instructors’ perceptions of the risks of biotechnology: Implications for science instruction. Research in Science Education. doi: 10.1007/s11165-010- 9187-0 Ricker, M. , Gardner, G. E. , & Aune, P. 2011) Quantifying the inhalation of tar from smoking. The American Biology Teacher. 73(1), 24-26.

RESEARCH AND CREATIVE ACTIVITY SUPPORT Research

150 2010 - Thompson, B. Mentorship of undergraduate and transfer students in undergraduate genetics research. Writing & Curriculum Consultant, National Science Foundation CAREER. (under review), 2010 –Forrester, J. H., Gardner, G.E., & Han, K.T., Rangeland and forest ecosystems: Conceptual change, science identity formation, and assimilation into the culture of western science, University of Wyoming, College of Agricultural and Natural Resources. (under review), 2010 –Jolls, C., Vance-Chalcraft, H., Chalcraft, D., Goodwillie, C., & Gardner, G., Inquiry and Science Education in Ecology (I-SEE): Building the Foundation for Inquiry in Ecology, GOV-National Science Foundation (NSF). (under review), 2010 – Baxter, F., Achieving academic success through improved planning and assessment. Department of Education Title III. Departmental liaison.

COURSES TAUGHT

Central Carolina Community College BIO090 Foundations of Biology (w/ lab) BIO106 Introduction to Human Anatomy, Physiology & Microbiology BIO110 Principles of Biology (w/ lab) BIO130 Introduction to Zoology (w/ lab) BIO140 Environmental Biology (w/ lab) BIO165 Anatomy & Physiology I (w/ lab) BIO166 Anatomy & Physiology II (w/ lab) BIO421 Advanced Human Physiology BIOL1050 Biology Basics

North Carolina State University ZO160L Molecular Cellular & Developmental Biology Lab ZO212L Basic Human Anatomy & Physiology Lab ZO250L Animal Anatomy & Physiology Lab BIOL2141 Anatomy & Physiology I Lab

East Carolina University BIOL 1050

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

New faculty member, no graduate students mentored

151 NAME: Jason Mitchell Gee TITLE: Teaching Assistant Professor UNIT: Department of Biology Flanagan Science Building Room 1220 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER 252.328.6895 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS [email protected]

EDUCATION/TRAINING

B.S. Mississippi State University, Microbiology 1997 Ph.D., Louisiana State University Medical Center, Microbiology and Immunology, 2004 Postdoctoral Research Associate, Brody School of Medicine, East Carolina University, 2004-2008

POSITIONS and EMPLOYMENT

Graduate student, Department of Microbiology and Immunology, Louisiana State University Medical Center, Shreveport, Louisiana, 1998- 2004, Postdoctoral Research Associate, East Carolina University, Greenville, NC, 2004- 2008 Teaching Assistant Professor, Department of Biology, East Carolina University, Greenville, NC 2008- present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

The National Honor Tri Beta Biology Society MSU 1995-97 American Society for Microbiology, 1997 - present.

HONORS/AWARDS

Arthur Ravin-Murial Rogers Fellowship to attend the Wind River Conference on Prokaryotic Biology, June, 2000-2003, Estes Park, Co. Outstanding presentation, Wind River Conference on Procaryotic Biology, June 7, 2001, Estes Park, Co. Outstanding moderator, Wind River Conference on Procaryotic Biology, June 7, 2002, Estes Park, Co. Carol Volkman award for outstanding oral presentation, Doctoral Student Association Research Day, East Carolina University, February 2002.*** Outstanding oral presentation, Fall meeting, North Carolina Branch of the American Society of Microbiology, Shaw University, Raleigh, NC, 2002 Outstanding presentation, Wind River Conference on Procaryotic Biology, June 7, 2003, Estes Park, Co.

PEER-REVIEW PUBLICATIONS

Journal Articles

152 Roop, R.M., II, J. Gee, G.T. Robertson and M.E. Winkler (2003) Brucella stationary phase gene expression and virulence. Annual Review of Microbiolgy 57: 57-76. Gee, J.M., and R.M. Roop II (2004) Catalase is not a virulence determinant for Brucella melitensis in pregnant goats. Vet. Microbiol. 102 (2004) 111-115. Gee, J.M., M.W. Valderas, M. E. Kovach, V. K. Grippe, G.T. Robertson, W.L. NG, J.M. Richardson, M.W. Winkler and R. M. Roop II. 2005. The Brucella abortus Cu/Zn superoxide dismutase (SodC) is required for optimal resistance to oxidative killing by murine macrophages and wild type virulence in experimentally infected mice. Infect. Immun. 73(5):2873-2880. Roux CM, Booth NJ, Bellaire BH, Gee JM, Roop RM 2nd, Kovach ME, Tsolis RM, Elzer PH, Ennis DG. RecA and RadA proteins of Brucella abortus do not perform overlapping protective DNA repair functions following oxidative burst. J Bacteriol. 2006 Jul;188 (14):5187-95. Sund CJ, Rocha ER, Tzianabos AO, Wells WG, Gee JM, Reott MA, O'Rourke DP, Smith CJ. The Bacteroides fragilis transcriptome response to oxygen and H2O2: the role of OxyR and its effect on survival and virulence. Mol Microbiol. 2008 Jan;67(1):129-42. Epub 2007 Nov 28.

RESEARCH/CREATIVE ACTIVITY SUPPORT

Along with Dr. Cindy Putman Evans, serving as the ECU branch of a joint grant headed by NDSU looking at the use of animations in the large lecture class format (see attached letter)

COURSES TAUGHT

BIOL 1100. Principles of Biology BIOL 2110. Fundamentals of Microbiology BIOL 2111. Fundamentals of Microbiolgy Lab BIOL 3220. Microbiology for Majors BIOL 3221. Microbiology for Majors Lab BIOL 4800. Prokaryotic Genetics BIOL 5821. Principles of Biochemistry Lab

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

No graduate students mentored

153 NAME: Alexandros Georgakilas TITLE: Associate Professor UNIT: Department of Biology Howell N418 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER 252.328.5446 FAX NUMBER 252.328.4178 E-MAIL ADDRESS : [email protected]

EDUCATION/TRAINING

B.S., University of Athens, Athens, Greece. Physics (Honors) 1992 Post-Graduate Studies in molecular and cellular biology, Institute of Biology, NCSR “Demokritos” 1992-1993 Ph.D. Biology Department, University of Athens, Greece. Radiation Biology, 1998

POSITIONS AND EMPLOYMENT

Post-doctoral research associate in the Institute of Biology, NCSR “DEMOKRITOS” 1999-2000- Post-doctoral research associate in the Department of Physics, Health & Medical Physics Group, University of Athens, Athens, Greece 2000 - 2001 : Post-doctoral research associate in Biology Department, Brookhaven National Laboratory, NY, USA 2001- 2003 Assistant. Professor, Biology Department, East Carolina University, NC, 2004-2010 Adjunct Assist. Professor, Chemistry Department, East Carolina University, NC, 2008-present Associate Professor, Biology Department, East Carolina University, NC, 2010-present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Relevant Experiences

1992-2010: a. Institute of Biology, NCSR “DEMOKRITOS Study of chromosome aberrations with conventional microscopy and Methods of Molecular Biology. b. Department of Physics, University of Athens, Laboratory of Medical Physics Modeling of γ- radiation Induced DNA damage using Monte Carlo simulation and Fortran programming. c. Institute of Nuclear Physics, NCSR “DEMOKRITOS”, Modeling of DNA thermal transition using methods of arithmetical analysis and Fortran programming. d. Department of Physics, National Polytechnic School of Athens. Study of radiation-induced DNA damage using dielectric relaxation spectroscopy (DRS). e. Institute of Biology, NCSR “DEMOKRITOS”, Laboratory for Radiation and Molecular Genetics, Study of the Radiation induced DNA Damage using methods of Molecular Biology (Pulsed Field Gel Electrophoresis, Southern Blotting, Hybridizations). f. Department of Cell Biology and Biophysics, University of Athens. Mammalian DNA isolation and purification. Optimization of DNA fragmentation using different techniques.

154 g. Department of Physics,- Health & Medical Physics Group, University of Athens, Athens, Greece, University of Athens and ‘ARETAION’ Hospital, Athens, Greece, Magnetic Resonance Imaging studies on biological materials simulating human tissues. h. Biology Deparment, Brookhaven National Laboratory. NY, USA, Detection of closely spaced DNA damages (clustered DNA damages) in isolated DNA and in human cells, using different repair enzymes or chemical agents. Detection of apoptosis using fluorescence microscopy.

Professional Memberships

Sigma Xi Scientific Research Society, Radiation Research Society, Federation of American Societies for Experimental Biology (FASEB)

HONORS / AWARDS

ESRB Fellowship, 27th Annual Meeting of the European Society for Radiation Biology. 1996 European Radiation Research Society Fellowship, 5th International Workshop, “Radiation Damage to DNA: Techniques, Quantitation and Mechanisms”, Windermere, UK. 1997 Fellowship, NATO ASI "DNA Damage and Repair, Oxygen Radical Effects, Cellular Protection and Biological Consequences", Antalya, Turkey 1997. Gordon Fellowship, 1998 Gordon Conference on Radiation Chemistry, Rhode Island, USA. 1998 Post-doctorate Fellowship of the Greek Secretariat of Technology (PENED), on the subject: “Designing and Improvement of Biological Systems for use in Radiotherapy through the MRI system (Magnetic Resonance Imaging). 2000 Radiation Reearch Society SIT Award (USA) to attend and participate in the 12th International Congress of Radiation Research (ICRR) on Brisbane, Australia, August 2003. Terashima Award from Japan Radiation Research Society 2010

PEER-REVIEW PUBLICATIONS

Sutherland, B.M., Bennett, P.V., Georgakilas, A.G., and Sutherland, J.C. 2003. “Evaluation of Number Average length Analysis in Quantifying Double Strand Breaks in Genomic DNAs”. Biochemistry, 42, 3375-3384. B.M. Sutherland, A.G. Georgakilas, P.V. Bennett, J. Laval and J.C. Sutherland. 2003. “Quantifying Clustered DNA Damage Induction and Repair by Gel Electrophoresis, Electronic Imaging and Number Average Length Analysis”. Mutat. Res. (Review) 531, 93-107. A.G. Georgakilas, P. V. Bennett and B. M. Sutherland. 2004. “Processing of Bistranded Abasic DNA Clustered Damages in γ-Irradiated Human Hematopoietic Cells”. Nucleic Acids Res. 32, 5609- 5620. Gollapalle, E., Wong, R., Adetolu, R., Tsao, D., Francisco, D., Sigounas, G. and Georgakilas, A.G. 2007. “Detection of oxidative clustered DNA lesions in X-irradiated mouse skin tissues and human MCF-7 breast cancer cells”. Radiat. Res. 167, 207-216. D. Tsao, P. Kalogerinis, I. Tabrizi, M. Dingfelder, R.D. Stewart and A.G. Georgakilas 2007. “Induction and processing of oxidative clustered DNA lesions and double strand breaks induced by high-LET 56Fe space radiation in human monocytes”. Radiat. Res. 168, 87-97.

155 Holt, S. M.; Georgakilas, A. G. 2007. Detection of complex DNA damage in γ-irradiated acute lymphoblastic leukemia pre-B NALM-6 cells. Radiat. Res. 168:527-534; Lally, B. E.; Geiger, G. A.; Kridel, S.; Arcury-Quandt, A. E.; Robbins, M. E.; Kock, N. E.; Wheeler, K.; Peddi, P.; Georgakilas, A. G.; Kao, G. D.; Koumenis, C. 2007. Identification and biological evaluation of a novel and potent small molecule radiation sensitizer via an unbiased screen of a chemical library. Cancer Res. 67:8791-8799. Francisco, D. C.; Peddi, P.; Hair, J. M.; Flood, B. A.; Cecil, A. M.; Kalogerinis, P. T.; Sigounas, G.; Georgakilas, A. G. 2008. Induction and processing of complex DNA damage in human breast cancer cells MCF-7 and non-malignant MCF-10A cells. Free Radic. Biol. Med. 44:558-569. Georgakilas, A. G. 2008. Processing of DNA damage clusters in human cells: Current status of knowledge Mol. Biosyst. 4:30-35; (Review). Hada, M.; Georgakilas, A. G. 2008. Formation of clustered DNA Damage after High-LET Irradiation: A review. J. Radiation Research 49:203-210; (Review). Franco, R.; Schoneveld, O.; Georgakilas, A. G.; Panayiotidis, M. I. 2008. Oxidative stress, DNA methylation and carcinogenesis. Cancer Letters 266:6-12; (Review). Peddi, P.; Francisco, D. C.; Cecil, A.; Hair, J. M.; Panayiotidis, M. I. and Georgakilas, A. G. 2008. Deficient processing of clustered DNA damage in human breast cancer cells MCF-7 with silenced DNA-PKcs expression. Cancer Letters 269:174-183. Poulos, J. E.; Georgakilas, A. G.; Kalogerinis, P. T.; Daignaut, T.; Lujan, G. 2008. A Patient with Granular Cell Tumor of the Colon. Practical Gastroenterology XXXII: 51-53. Holt, S. M., Scemama, J. L., Panayiotidis, M. I., and Georgakilas, A. G. , 2009. Compromised repair of clustered DNA damage in the human acute lymphoblastic leukemia MSH2-deficient NALM-6 cells. Mutation Research 674: 123-130 Νowsheen, S., Wukovich, R. L., Aziz, K., Kalogerinis, P. T., Richardson, C. C., Panayiotidis, M. I., Bonner, W. M., Sedelnikova, O. A., and Georgakilas, A. G. 2009. Accumulation of oxidatively- induced clustered DNA lesions in human tumor tissues. Mutation Research 674: 131-136. Georgakilas, A. G. 2008. A possible role of repair proteins BRCA1 and DNA-PK in the processing of oxidative DNA damage. J. Biochemical. Technology 1:9-11, (Mini Review). Kalogerinis, P. T., Morfesis, A. F., Georgakila, S., and Georgakilas, A. G. 2009. Correction of anal prolapse associated with resolution of cloacogenic polyp lesions. Implications to anorectal cancer. J. Biochemical. Technology 1: 62-65. Georgakilas, A. G., Aziz, K., Ziech, D., Georgakila, S., and Panayiotidis, M. I. 2009. BRCA1 involvement in toxicological responses and human cancer etiology. Toxicolοgy Letters 188: 77-83, (Review). C. Redon, J.S. Dickey, A. Nakamura, I. Kareva, D. Naf, S. Nowsheen, T.B. Kryston, W.M. Bonner, A.G. Georgakilas and O.A. Sedelnikova. 2010. Tumors induce complex DNA damage in distant proliferative tissues in vivo, Proc. NatI. Acad. Sci. USA 10.1073/pnas.1008260107 P.T. Kalogerinis, A.F. Morfesis, S. Georgakila and A.G. Georgakilas, 2009. Correction of anal prolapse associated with resolution of cloacogenic polyp lesions. Implications to anorectal cancer., J. Biochem. Tech. 1 62-65. O.A. Sedelnikova, C.E. Redon, J.S. Dickey, A.J. Nakamura, A.G. Georgakilas and W.M. Bonner. 2010 . Role of oxidatively induced DNA lesions in human pathogenesis, Mutat. Res. Reviews 704: 152- 159. P. Peddi, C.W. Loftin, J.S. Dickey, J.M. Hair, K.J. Burns, K. Aziz, D.C. Francisco, M.I. Panayiotidis, O.A. Sedelnikova, W.M. Bonner, T.A. Winters and A.G. Georgakilas. 2010. DNA-PKcs deficiency

156 leads to persistence of oxidatively-induced clustered DNA lesions in human tumor cells, Free Rad. Biol. Med. 48: 1435-1443. J.M. Hair, G.I. Terzoudi, V.I. Hatzi, K.A. Lehockey, D. Srivastava, W. Wang, G.E. Pantelias and A.G. Georgakilas. 2010. BRCA1 role in the mitigation of radiotoxicity and chromosomal instability through repair of clustered DNA lesions, Chem. Biol. Interact. 188 :350-358. K. Aziz, S. Nowsheen and A.G. Georgakilas, 2010. Nanotechnology in cancer therapy: targeting the inhibition of key DNA repair pathways. Curr. Mol. Med. 10 626-639. D. Ziech, R. Franco, A.G. Georgakilas, S. Georgakila, V. Malamou-Mitsi, O. Schoneveld, A. Pappa and M.I. Panayiotidis. 2010. The role of reactive oxygen species and oxidative stress in environmental carcinogenesis and biomarker development, Chem. Biol. Interact. 188 :334-339. A.G. Georgakilas, S.M. Holt, J.M. Hair and C.W. Loftin, 2010. Measurement of oxidatively-induced clustered DNA lesions using a novel adaptation of single cell gel electrophoresis (Comet Assay), Curr. Protoc. Cell Biol. In press (2010) (Invited paper).

RESEARCH/CREATIVE ACTIVITY SUPPORT

2009: East Carolina University/Creative Activity Award Program. PI “Role of BRCA1 in the Repair of Clustered DNA Lesions”, Amount: ~22,000.

2008: NC Biotechnology Center Grant: “Role of Complex DNA Damage in Breast Cancer”. $75,000 (co-PI). 2008: International Union Against Cancer (UICC) : “Role of BRCA1 in Repair of Complex DNA Damage, Genomic Instability and Individual Radiosensitivity in Breast Cancer”. $4,000 (PI). 2005: “Is Mercury efficient in inducing Oxidative Clustered DNA Damage in Human Hematopoietic Cells?”,Amount: ~30,000. East Carolina University/Creative Activity Award Program. PI. Awarded.

COURSES TAUGHT

BIOL 1050. General Biology BIOL 2300. Principles of Genetics BIOL 3550, 4550. Honors Biology BIOL 4650. Biology of Cancer BIOL 4504, 4514. Research Problems in Biology BIOL 4230. Concepts in Cell Biology BIOL 5370. Biological Effects of Radiation BIOL 5870. Molecular Genetics BIOL 6504, 6514. Research Problems in Biology BIOL 7000. Thesis BIOL 8830. Introduction to Research. BIOL 9000. Dissertation

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervising one MS student (Nicholas Ferguson) in effects of DNA damage and repair mechanisms, and tumor growth.

157

Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation DNA Damage Clusters in Human Breast Cancer 2007 Francisco Dave Ms Cells Role of DNA-PKcs in the processing of double strand breaks and oxidative clustered DNA 2007 lesions in the human breast cancer cell line MCF- Peddi Prakash Ms 7 Clustered DNA Damage and Repair Mechanisms 2008 in the pre-B Human Leukemic Cell Line, NALM- Holt Stewart PhD 6 Detection of oxidatively induced clustered DNA 2008 Nowsheen Somaira Ms lesions in mammalian cancer tissues Induction and Processing of Complex DNA 2009 Damage in BRCA1-Deficient Human Breast Hair Jessica Ms Cancer Cell Line, HCC1937 Clustered DNA Damages in Human Tumor 2009 Aziz Khaled Ms Tissues

2010 Role of BRCA1 in the processing of clustered Loftin Charles Ms DNA damage in human breast cancer cells Detection of oxidatively induced clustered DNA 2010 Kryston Thomas Ms damage in vivo

158

NAME: Carol Goodwillie TITLE: Associate Professor UNIT: Department of Biology Howell S406 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.4225 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

Degrees B.M. Oberlin Conservatory, Oberlin, OH, USA, Flute Performance, 1980 B.S. University of Massachusetts at Boston, Boston, MA, USA, Biology, 1991 Ph.D. University of Washington, Seattle, WA, USA, Botany, 1997

POSITIONS and EMPLOYMENT

Experience Here Assistant Professor, East Carolina University (January, 2001 - July, 2007). Associate Professor, East Carolina University (August, 2007 - December, 2010). Academic Experience Plant Molecular Integration and Function Fellow, University of Washington (January, 1997 - December, 1997). NSF post-doctoral fellow, University of British Columbia (January, 1998 - May, 2000). Research in quantitative trait locus mapping. Instructor, University of Washington (May, 2000 - July, 2000). Taught a course in Evolutionary Mechanisms.

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

Botanical Society of America Sigma Xi Society for the Study of Evolution

HONORS/AWARDS

2008: Board of Governors Teaching Award.

PEER REVIEW PUBLICATIONS Articles in Journals

159 Goodwillie, C. 2004. Transient self-incompatibility confers delayed selfing in Leptosiphon jepsonii (Polemoniaceae) . International Journal of Plant Sciences, 165, 387-394. Goodwillie, C. 2004. Convergence in the leaf shape of vines: A test of the Carolina flora using phylogenetic comparative methods . Southeastern Naturalist, 3, 277-288. Goodwillie, C. 2004. Joining genetic linkage maps using a joint likelihood function. Theoretical and Applied Genetics, 109 (5), 996-1004. Goodwillie, C. 2005. The genetic basis of floral traits associated with mating system evolution in Leptosiphon (Polemoniaceae): an analysis of quantitative trait loci. Evolution, 60, 491-504. Goodwillie, C. 2005. Correlated evolution in floral morphology and the timing of self-compatibility in Leptosiphon jepsonii (Polemoniaceae) . International Journal of Plant Sciences, 166(5), 741-751. Goodwillie, C. 2005. The evolutionary enigma of mixed mating in plants: Occurrence, theoretical explanations, and empirical evidence. Annual Review of Ecology, Evolution and Systematics, 36, 47-79. Goodwillie, C. & Franch, W. R. 2006. An experimental study of the effects of nutrient addition and mowing on a ditched wetland plant community: results of the first year. Journal of the North Carolina Academy of Science, 122 (3), 106-117. Goodwillie, C. & Knight, M. C. 2006. Inbreeding depression and mixed mating in Leptosiphon jepsonii: a comparison of three populations. Annals of Botany, 98, 351-360. Sargent, R. D., Goodwillie, C., Kalisz, S., & Ree, R. H. 2007. Phylogenetic evidence for a flower size and number trade-off. American Journal of Botany, 94, 2059-2064. Weber, J. J. & Goodwillie, C. 2007. Timing of self-compatibility, flower longevity, and potential for male outcross success in Leptosiphon jepsonii (Polemoniaceae). American Journal of Botany, 94 (8), 1338-1343. Goodwillie, C. 2008. Transient SI and the dynamics of self-incompatibility alleles: A simulation model and empirical test. Evolution, 62 (8), 2105-2111. Stiller, J. W., Huang, J., Ding, Q., Tian, J., & Goodwillie, C. 2009. Are algal genes in nonphotosynthetic protists evidence of historical plastid endosymbioses? BMC Genomics, 10 (484). Weber, J. J. & Goodwillie, C. (2009). Evolution of the mating system in a partially self-incompatible species: reproductive assurance and pollen limitation in populations that differ in the timing of self- compatibility. International Journal of Plant Sciences, 170 (7), 885-893. Whitney, K. D., Baack, E. J. , Hamrick, J. L. , Godt, M. W. , Barringer, B. C. , Michael D. Bennett, Christopher G. Eckert, Carol Goodwillie, Susan Kalisz, Ilia J. Leitch and Jeffrey Ross-Ibarra10, (2010). A role for nonadaptive processes in plant genome size evolution? Evolution, 64 (7), 2097- 2109. Goodwillie, C., Sargent, R. D. , Eckert, C. G. , Elle, E., Geber, M. A. , Mark O. Johnston, Susan Kalisz, David Moeller, Richard Ree, Mario Vallejo-Marin, Alice Winn, (2010). Correlated evolution of mating system and floral display traits in flowering plants and its implications for the distribution of mating system variation. New Phytologist, 185 (1), 311-321. Eckert, C. G., Kalisz, S., Geber, M. A. , Sargent, R. D. , Elle, E., Pierre-Olivier Cheptou, Carol Goodwillie, Mark O. Johnston, John K. Kelly, David A. Moeller, Emmanuelle Porcher, Richard H. Ree, Mario Vallejo-Marin, Alice A. Winn, (2010). Plant mating systems in a changing world. Trends in Ecology and Evolution, 25 (1), 35-43.

Articles in Proceedings

160 Goodwillie, C. 2004. The distribution and genetic basis of variation in self-incompatibility in Leptosiphon jepsonii (Polemoniaceae). Southeastern Biology, 51, 132. Goodwillie, C. 2004 Floristic characterization and investigation of influential factors of a wet pine flatwoods marked for restoration. Southeastern Biology, 51, 192. Goodwillie, C. 2004. Investigative ecology: Long-term field experiments for undergraduates. Southeastern Biology, 51, 153. Goodwillie, C. 2007. Evolution in the timing of self-compatibility in Leptosiphon jepsonii. Botany & Plant Biology Joint Congress. Goodwillie, C. & Burne, B. 2007. The genetic architecture of variation in the timing of self- compatibility in Leptosiphon jepsonii. Association of Southeastern Biolgists Bulletin. Weber, J. J. & Goodwillie, C. 2007. Selfing-induced flower senescence and pollen discounting in Leptosiphon jepsonii. Association of Southeastern Biologists.

RESEARCH AND CREATIVE ACTIVITY SUPPORT Research

2008 - Goodwillie, C., Evolutionary Dynamics of Partial Self-incompatibility in Leptosiphon jepsonii, GOV-National Science Foundation (NSF). 2010 - Goodwillie, C., Bond, J.E., Reyes, E., Chalcraft, D., & Miller, R., Dimensions: Predicting Spatial Variation In Functional, Taxonomic And Genetic Components Of Biodiversity, GOV-National Science Foundation (NSF). [Submitted] 2010 - Goodwillie, C., EAGER: Developing methods for evolutionary studies in a long-term ecological experiment GOV-National Science Foundation (NSF). $88,872

Teaching 2008 – 2010. Dawkins, K., Goodwillie, C., Big Ideas in Science: A continuation, NC Quest. $114,538 2010 - Goodwillie, C., Jolls, C.L., Vance-Chalcraft, H., Chalcraft, D., & Gardner, G.E., I-SEE (Inquiry and Science Education in Ecology): Building the foundation for inquiry in ecology, GOV-National Science Foundation (NSF). (in review)

COURSES TAUGHT

BIOL 6220 Topics for Advanced Students (Population Genetics) BIOL 6860 Advances in Ecology (Plant Evolutionary Ecology) BIOL 3550/4550 Vegetation Sampling and Analysis BIOL 4800 Population Genetics BIOL 3230/3231 Field Botany and Lab BIOL 2300 Principles of Genetics BIOL 2250 General Ecology

161

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

No current students. Emily Stewart will enter the MS program in Fall 2011

First Year Last Name Name Degree Graduated Title of Thesis / Dissertation Floristic assessment of a wet mineral flat at the East Carolina University West Research Campus and investigation of influential human-mediated factors on the Chester Rebecca MS 2004 plant community Selective consequences of variation in the timing of self- compatibility in Leptosiphon Weber Jennifer MS 2007 jepsonii The interacting effects of hybridization and self- incompatibility in Leptosiphon Ness Jennifer MS 2008 (Polemoniaceae)

NAME: Paul W. Hager TITLE: Teaching Assistant Professor UNIT: Department of Biology Biology Howell S 404 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.1848 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S., Western Washington State College, Bellingham, Chemistry. 1976, Ph. D, University of California, Berkeley, Biochemistry. 1984 . POSITIONS and EMPLOYMENT

162 Instructor, Dept. of Biochemistry, University of California, Berkeley. 1985 Lecturer, Dept. of Biochemistry and Biophysics, University of California, Davis. 1985-86 Instructor, Dept. of Biochemistry, University of California, Berkeley. 1986 Post-Doctoral Fellow, University of California, San Francisco, 1986-90, Dept. of Biochemistry. Mentor, Herb Boyer Assistant Research Biochemist, Dept. of Biochemistry and Biophysics, University of California, San Francisco. 1990-91 Research Associate, Berverly Mitchel Lab, Dept. of Pharmacology, University of North Carolina, School of Medicine, Chapel Hill, NC. 1991-1994 Research Instructor, Dept. of Microbiology and Immunology, East Carolina University, School of Medicine, Greenville, NC. 1994-2002 Teaching Asst. Professor, Dept. of Biology, East Carolina University, Greenville, NC 2002-present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

NC Academy of Sciences American Association for the Advancement of Science Sigma Xi

Other Relevant Experiences

2003- current, Advisor, Biology undergraduate majors 2004- present, ECU Radiation Safety Committee 2010: Organizational Officer, North Carolina Academy of Science Annual Meeting, Greensboro, North Carolina 2009: Organizational Officer, North Carolina Academy of Sciences 104th Annual Meeting, Asheville, North Carolina 2010: Reviewer, W. H. Freeman and Co., Reviewer for 7th edition of Biochemistry by Berg, Tymoczko and Stryer (National).

Thesis committee member 2007- present (11 MS committees)

PEER REVIEW PUBLICATIONS Articles in Journals

Hager, P. (2002). Effect of vfr mutation on global gene expression and catabolite repression control of Pseudomonas aeruginosa. Microbiol., 148, 1561-1569.

Patents 2004 - Catabolite repression control (crc) gene and Pseudomonas virulence. (# 6,824,979)

COURSES TAUGHT

BIOL 5800 Principles of Biochemistry I

163 BIOL 5810 Principles of Biochemistry II BIOL 5820 Principles of Biochemistry (Lab) BIOL 6250 Protein Purification BIOL 6251 Protein Purification Lab BIOL 3310 Cell Physiology BIOL 3311 Cell Physiology Lab

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

No graduate students mentored.

NAME: Patrick Harris TITLE: Instructor UNIT: Department of Biology Howell S207 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.737.2082 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.Sc. University of Cape Town, Cape Town, South Africa, Zoology, 1983 B.Sc. (Hons) Rhodes University, Grahamstown, South Africa, Ichthyology and Fisheries Science, 1984 M.S. East Carolina University, Greenville, NC, USA, Ecology, 1989 Ph.D. University of South Carolina, Columbia, SC, Ecology, 1995

POSITIONS and EMPLOYMENT

Wildlife Biologist III, South Carolina Department of Natural Resources 1993 - 1995 Assistant Marine Scientist, South Carolina Department of Natural Resources 1995 - 2000 Associate Marine Scientist, South Carolina Department of Natural Resources 2000 – 2003). Co- Principal Investigator, Marine Resource Monitoring, Assessment and Prediction Program (MARMAP). Associate Marine Scientist, South Carolina Department of Natural Resources 2003 - 2008). Principal Investigator, Marine Resource Monitoring, Assessment and Prediction Program (MARMAP). Co-Principal Investigator and sampling coordinator, University of South Carolina 1991 -1993 Adjunct Faculty, College of Charleston (November, 1994 – 2009). Teaching Associate Professor, East Carolina University (August, 2008 - Present). Teach introductory, upper level and graduate courses in biology.

164 OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

American Fisheries Society American Institute of Fishery Research Biologists

PEER REVIEW PUBLICATIONS Articles in Journals

Harris, P. J., Wyanski, D. M. , & Powers Mikell, P. T. (2004). Age, growth and reproduction of blueline tilefish along the southeastern coast of the United States, 1982-1999. Trans Amer Fish Soc, 133, 1190- 1204. McGovern, J. C., Sedberry, G. R. , Meister, H. S. , Westendorff, T. M. , Wyanski, D. M. , Patrick J Harris, (2006). A tag and recapture study of gag, Mycteroperca microlepis, off the southeastern U.S. Bulletin of Marine Science, 76, 47-59. Burgos, J. M., Sedberry, G. R. , Wyanski, D. M. , & Harris, P. J. (2007). Life history of red grouper (Epinephelus morio) off the coasts of North Carolina and South Carolina. Bulletin of Marine Science, 80, 45-65. Harris, P. J., Wyanski, D. M. , White, D. B. , Mikell, P. P. , & Eyo, P. B. (2007). Age, growth, and reproduction of greater amberjack, Seriola dumerili, off the Atlantic coast of the southeastern United States. Trans Amer Fish Soc, 136, 1534-1545. Stephen, J. A., Harris, P. J. , & Reichert, M. J. (in press, 2010). Comparison of life history parameters for landed and discarded fish captured off the southeastern United States. Fisheries Bulletin. Ziskin, G. L., Harris, P. J. , Wyanski, D. M. , & Reichert, M. J. (in press, 2010). Indications of Continued Overexploitation of Speckled Hind along the Atlantic Coast of the Southeastern United States. Transactions of the American Fisheries Society. Stephen, J. A. & Harris, P. J. (2010). Commercial catch composition with discard and immediate release mortality proportions off the southeastern coast of the United States. Fisheries Research, 103, 18-24.

RESEARCH AND CREATIVE ACTIVITY SUPPORT Research

2005: Harris, P., Life history parameters of kept versus discarded fish captured by commercial fishermen off the southeastern United States. National Marine Fisheries Service Cooperative Research Program. $143,350 2006: Harris, P., Marine Resources Monitoring, Assessment, and Prediction program. National Marine Fisheries Service. $834,306 2007: Harris, P., Marine Resources Monitoring, Assessment, and Prediction program National Marine Fisheries Service. $839,000 2007: Harris, P., Enhancing fishing on South Carolina artificial reefs through reef evaluation and design, South Carolina Department of Natural Resources. $119,007 2008: Harris, P., Boylan, J., & Webster, P., Southeastern Assessment, Monitoring and Prediction - South Atlantic program, National Marine Fisheries Service. $420,000 2008: Harris, P., Marine Resources Monitoring, Assessment, and Prediction program, National Marine Fisheries Service. $821,999

165

COURSES TAUGHT

BIOL 1060 Environmental Biology BIOL 1200 Principles of Biology II BIOL 4800- Aquatic Vertebrate Zoology BIOL 5600/01 - Fisheries Techniques BIOL 5680 - Current Topics in Coastal Biology BIOL 7350 - Current Literature in Fish Ecology BIOL - 7360 Fisheries Management BIOL 643 - Introduction to Fisheries Science (College of Charleston)

RECENT GRADUATE STUDENT TRAINING EXPERIENCE No graduate students mentored.

NAME: Jinling Huang TITLE: Assistant Professor UNIT: Department of Biology Howell S202 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.5623 FAX NUMBER: 252.428-.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B. Agr. Henan Agricultural University, Zhengzhou 450000, China, Forestry, 1984 M.S. Kunming Institute of Botany, the Chinese Academy of Sciences, Kunming 650204, China, Botany 1989 Ph.D. University of Georgia, Athens, GA Plant Biology, 2000 M.S. University of Georgia, Athens, GA Computer Science, 2002

POSITIONS and EMPLOYMENT

Research Scientist, Kunming Institute of Botany, the Chinese Academy of Sciences, Kunming 650204, Yunnan, China 1989-1992 Research Scientist, Institute of Botany, the Chinese Academy of Sciences, Beijing 100093, China 1992- 1995 Postdoctoral Associate, University of Georgia, Athens, 2002-2004 Assistant Professor, Department of Biology, East Carolina University, 2005-present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

166

Ad hoc Reviewer for Journals

Molecular Biology and Evolution, Proceedings of the National Academy of Sciences USA, Current Biology, Trends in Genetics, BioEssays, Systematic Biology, BMC Biology, BMC Evolutionary Biology, BMC Genomics, Genome Integrity, Journal of Molecular Evolution, Gene, PLOS One, Open Journal of Biology, International Journal of Plant Science, American Journal of Botany, Journal of Systematics and Evolution, Biologia, Novon

HONORS/AWARDS 2005: National Research Council Research Associateship with NASA Astrobiology Institute 2003-2004: American Heart Association Postdoctoral Fellowship 1999-2000: University Graduate Fellowship, University of Georgia 1997: University Award for Outstanding Graduate Teaching Assistantship, University of Georgia 1995: Second Class Award, Science and Technology Committee of Yunnan Province, China

PEER REVIEW PUBLICATIONS Articles in Journals

Huang, J., H. Li, and Z. Gu. 1989. Karyotype study on six taxa of the genus Tupistra (Liliaceae). Acta Botanica Yunnanica 11(3): 343-349. Li, H. and J. Huang. 1989. New species of Disporum from China. Guihaia 9: 293-295. Huang, J. and H. Li. 1990. Karyotype study on Chlorophytum malayense and Diuranthera major. Acta Botanica Yunnanica suppl. 3: 45-48. Li, H. and J. Huang. 1990. A new species of Maianthemum: M. nanchuanense. Bulletin of Botanical Research 10: 51-53. Ren, Z., X. Liu, J. Huang, and H. Li. 1990. Seed germination and seedling culture of Tupistra in Yunnan. Acta Botanica Yunnanica suppl. 3: 67-69. Huang, J., H. Li, and X. Liu. 1990. Karyotype study on four species of Tupistra (Liliaceae). Acta Botanica Yunnanica suppl. 3: 62-66. Huang, J. and H. Li. 1990. Study on the taxonomic system of the genus Tupistra. Acta Botanica Yunnanica suppl. 3: 49-61. Huang, J., Zou, Y., Zhang, Z., and Hong, D. 1996. PCR-RFLP analysis of rbcL gene in the tribe Convallarieae. Acta Phytotaxonomica Sinca 34(5): 531-537. Huang, J. and X. Liu. 1996. A new species of Tupistra from Yunnan, with notes on its karyotype and pollen morphology. Acta Phytotaxonomica Sinica 34(6): 592-596. Huang, J. and D. Hong. 1997. Study on the pollen morphology of the tribe Aspidistreae. Acta Phytotaxonomica Sinica 35(2): 117-124. Huang, J., D. Hong, and L. Ma 1997. A cytotaxonomic study on the genus Aspidistra (Liliaceae) (2). Acta Phytotaxonomica Sinica 35(1): 14-23. Bhandarkar, S. M., J. Huang, and J. Arnold. 2002. Parallel Monte Carlo methods for physical mapping of chromosomes. Pp. 64-75 in Proceedings of IEEE Computer Society Bioinformatics Conference. IEEE Press: Piscataway, NJ. Huang, J. and R. A. Price. 2003. Estimation of the age of extant Ephedra using chloroplast rbcL sequence data. Molecular Biology and Evolution 20: 435-440. Huang, J. and S. M. Bhandarkar. 2003. A comparison of physical mapping algorithms

167 based on the maximum likelihood model. Bioinformatics, 19: 1303-1310. Bhandarkar, S. M., J. Huang, J. Arnold. 2003. A parallel genetic algorithm for physical mapping of chromosomes. Pp. 567-572 in Proceedings of IEEE Computer Society Bioinformatics Conference IEEE Press: Piscataway, NJ. Huang, J, N. Mullapudi, T. Sicheritz-Ponten, and J. C. Kissinger. 2004. A first glimpse into the pattern and scale of gene transfer in the Apicomplexa. International Journal for Parasitology 34: 265-274. Striepen, B, A., J. P. Pruijssers, J. Huang, C. Li et al. 2004. Gene transfer in the evolution of parasite nucleotide biosynthesis. Proceedings of the National Academy of Sciences USA, 101: 3154-3159. Huang, J., N. Mullapudi, C. A. Lancto, M. Scott, et al. 2004. Phylogenomic evidence supports past endosymbiosis, intracellular and horizontal gene transfer in Cryptosporidium parvum. Genome Biology 5: R88. Huang, J., Z. Su, and Y. Xu. 2005. The evolution of microbial phosphonate degradative pathways. Journal of Molecular Evolution 61: 682-690. Huang, J., Y. Xu, and J. P. Gogarten. 2005. The presence of a haloarchaeal type tyrosyl-tRNA synthetase marks the opisthokonts as monophyletic. Molecular Biology Evolution 22: 2142-2146. Huang, J., D. E. Giannasi, and R. A. Price. 2005. Phylogenetic relationships in Ephedra inferred from chloroplast and nuclear DNA sequences. Molecular Phylogenetics and Evolution 35: 48-59. Huang, J. and J. C. Kissinger. 2006. Horizontal and intracellular gene transfer in the Apicomplexa. In Genome and Evolution of Microbial Eukaryotes (L. Katz and D. Bhattacharya eds). Oxford University Press, pp. 123-136. Bhandarkar, S. M., J. Huang, and J. Arnold. 2006. An information theoretic approach to genome reconstruction. In Handbook of Computational Molecular Biology (S. Aluru ed). Chapman & Hall/CRC Press, pp. 11:1-26. Huang, J. and J. P. Gogarten. 2006. Ancient horizontal gene transfer can benefit phylogenetic reconstruction. Trends in Genetics 22: 361-366. Huang, J. and J. P. Gogarten. 2007. Did an ancient chlamydial endosymbiosis facilitate the establishment of primary plastids? Genome Biology 8: R99. Huang, J. and J. P. Gogarten. 2008. Concerted gene recruitment in early plant evolution, Genome Biology, 9:R109. Huang, J. and J. P. Gogarten. 2009. Gene transfer as a tool in phylogenetic reconstruction. Methods in Molecular Biology 532:127-139. Liu, Q., J. Huang, H. Liu, P. Wan, Y. Ye, and Y. Xu. 2009. Analyses of domains and domain fusions in human proto-oncogenes. BMC Bioinformatics, 10:88. Fournier, G., J. Huang, and J. P. Gogarten. 2009. Horizontal gene transfer from extinct and extant lineages: biological innovation and the coral of life. Philosophical Transactions of the Royal Society, London, B, 364:2229-2239. Yin, Y., J. Huang, and Y. Xu. 2009. The cellulose synthase superfamily in fully sequenced plants and algae. BMC Plant Biology 9:99. Stiller, J. W., J. Huang, Q. Ding, J. Tian, and C. Goodwillie. 2009. Are algal genes in nonphotosynthetic protists evidence of historical plastid endosymbioses? BMC Genomics, 10:484. Huang, J., G. Sun, and D. Zhang. 2010. Molecular evolution and phylogeny of the

168 angiosperm ycf2 gene. Journal of Systematics and Evolution, 48:240-248. Sun, G., Z. Yang, A. Iswar, and J. Huang. 2010. Algal genes in the closest relatives of animals. Molecular Biology and Evolution, Molecular Biology and Evolution, 27:2879-2889. Sun, G. and J. Huang. 2010. Horizontally acquired DAP pathway as a unit of self- regulation, Journal of Evolutionary Biology, online early 12/16/2010.

Software Packages Developed

EVOL: Software for reconstructing physical maps based on evolutionary programming HCEVOL: Software for reconstructing physical maps based on genetic algorithms PGA: Parallel software for reconstructing physical maps based on genetic algorithms PLSMC: Parallel software for reconstructing physical maps based on the Large Steps Markov Chains model

RESEARCH AND CREATIVE ACTIVITY SUPPORT

A computational package for a prior hypothesis testing of phylogenomic data. ECU Research Development Award. Qin Ding (PI), Jinling Huang (PI), and John Stiller (Co-PI), $42,389. 2010 – 2011. Horizontal gene transfer and among phyla relationships. National Science Foundation. Peter Gogarten (PI, UConn), Thane Papke (Co-PI, UConn), Ken Noll (Co-PI, UConn), Ying Xu (Co-PI, UGA), and Jinling Huang (Co-PI, ECU). Total amount funded: $2.5 million, $565,592 to ECU. 1/2009 – 12/2013. Gene transfer in the red alga Cyanidioschyzon merolae. ECU Research/Creative Activity Grants, $20,632, 7/2007-6/2008.

COURSES TAUGHT

BIOL 3550 Honors BIOL 4504, 4514 Research Problems in Biology BIOL 5950 Taxonomy of Vascular Plants BIOL 5951 Taxonomy of Vascular Plants Lab BIOL 6504, 6514 Research Problems in Biology BIOL 6220 Evolution: Topics for Advanced Students

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently am supervising one MS student (Charles Worley) in bioinformatics.

Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation MS, co- Intron positions in RNA polymerase genes and 2010 Robinsion Matt advisor their relationship to eukaryotic phylogenies

169

NAME: Claudia L. Jolls TITLE: Associate Professor UNIT: Department of Biology Howell S 107a East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.6295 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. University of Michigan, Ann Arbor, MI, Botany, 1975 Ph.D. University of Colorado, Boulder, CO. Environmental, Population and Organismic Biology, 1980 Postdoctoral Research Fellowship-Kellogg Biological Station, Michigan State University, Hickory Corners, MI, 1980 - 1981

POSITIONS AND EMPLOYMENT

Graduate Research Assistant at the Whittel-Audubon Wildlife Sanctuary and Research Ranch, Elgin, AZ, University of Colorado , 1976 -1977. Advisor, National Science Foundation Science Traineeship Program, University of Colorado. 1978 -79 Graduate Teaching Assistant, Department of E.P.O. Biology, University of Colorado General Biology, Dynamics of Mountain Ecosystems, General Ecology, Plant Taxonomy, Genetics, Human Physiology. 1975 -1980 Biology, Dynamics of Mountain Ecosystems, General Ecology, Plant Taxonomy, Genetics, Human Physiology. 1975 - 1980 General Research Associate, Department of E.P.O. Biology, University of Colorado, 1988 Assistant Professor, East Carolina University, Greenville, NC 1984 -1990 Adjunct Assistant Professor, UM Biological Station, University of Michigan, Summer faculty, June- August, 1985, 1987, 1990 1991, 1993, 1994, 1996-2000 Associate Professor, East Carolina University, Greenville, NC 1991-present Research Associate, Chicago Botanic Garden. 2003 - Present

OTHER RELEVANT EXPERIENCES AND PROFESSIONAL MEMBERSHIPS Professional Development 1998-Present: Representative, Ecology Section, Association of Public and Land-grant Universities (APLU) formerly National Association of State Universities and land Grant Colleges (NASULGC), 2002-Present: Invited Participant, North Carolina Rare Plants Discussion Group 2003-2005: Past President, President, President-Elect, Association of Southeastern Biologists, 2005-Present: Past Presidents’ Council, Association of Southeastern Biologists 2005-Present: Sigma Xi Grants-in-Aid of Research, Panel Participant, Conservation Biology, Research Triangle Park. MC 2007-2010: National Science Foundation, peer reviewer and panelist 2008-2009: East Carolina University Provost’s Carnegie Commission on STEM Reform, appointee

170 2009: External Reviewer, Tenure and Promotion, University of Michigan at Dearborn 2009: East Carolina University, University Master Plan Committee 2010: Botanical Society of America, Southeastern Chapter, Student Awards 2010: External academic reviewer, B.S. and M.S. in Biology, Western Carolina University

Memberships American Institute of Biological Sciences, Association of Southeastern Biologists, Beta Beta Beta Ecological Society of America, North Carolina Academy of Science, Southern Appalachian Botanical Society, Sigma Xi

HONORS/AWARDS

2003: East Carolina University Outstanding Teaching Award and Robert Joyner Award for Teaching (nominee) 2003: North Carolina Botanical Garden Award for Best Paper, with J. D. Sellars (graduate student) 2004: University of North Carolina Board of Governors Award for Excellence in Teaching (awardee) 2004: East Carolina University Outstanding Teaching Award and Robert Joyner Award for Teaching (finalist) 2004: North Carolina Botanical Garden Award for Best Paper, with S. E. Johnson (graduate student) 2005: North Carolina Botanical Garden Award for Best Paper, with S. E. Johnson (graduate student) 2005: Ecological Society of America, Southeastern Chapter, E. P. Odum Award for best student paper with S. E. Johnson 2009: University of North Carolina Board of Governors Award for Excellence in Teaching (finalist) 2010: University of North Carolina Board of Governors Award for Excellence in Teaching (nominee)

PEER REVIEW PUBLICATIONS Articles in Journals Jolls, C. L. (2006). Ethics in science: cardinal sins and heavenly virtues. Southeastern Biology, 53 (3), 383-389. Sellars, J. D. & Jolls, C. L. (2007). Habitat modeling for Amaranthus pumilus: an application of light detection and ranging (LIDAR) data. Journal of Coastal Research, 23, 1193-1202.

Chapters in Books

Jolls, C. L. (2003). Rare plant populations of the herb layer: more challenges and opportunities for conservation biologists. Pages 105-159 In F. S. Gilliam & M. R. Roberts, eds, The Herbaceous Layer in Forests of Eastern North America, Oxford Uniersity Press, New York, New York, USA

RESEARCH AND CREATIVE ACTIVITY SUPPORT Research

2000-2004 - Jolls, C. L. National Park Service, Natural Resources Preservation Program/Threatened and Endangered Species, Habitat assessment using remote sensing data: restoration methodologies for a federally threatened plant of coastal shorelines, seabeach amaranth (Amaranthus pumilus, Amaranthaceae), $138,188.

171 2005-2010 - Havens, K., Bell, T., Bowles, M., Jolls, C.L., & McEachern, K., LTREB: Integrating Long- term Demographic Data and Repeated Genetic Sampling for Viability Analysis of Natural and Restored Populations of Pitcher's Thistle $299,786 2007 - Jolls, C. L., Long-term Ecological Research at ECU West Research Campus: Research Development Award, Research and Graduate Studies, ECU, $17,320

Teaching

2009 - Marshburn, E. G., Preston, R.V., Sinicrope, R., & Parker, J.G., TechMath: Real-World Math, Technology and Business Connections, key personnel, National Science Foundation 2010 - Preston, R., Thompson, A., Crawley, F., Jolls, C.L., & Vance-Chalcraft, H., ECU Mathematics and Science Education Noyce Scholars Program, teacher training, education, STEM, K-12, GOV- National Science Foundation (NSF), $899,427

COURSES TAUGHT

BIOL 2250 General Ecology BIOL 3150. Plant Biology BIOL 3230, 31. Field Botany BIOL 3550. Biology Honors BIOL 4200, 01. Population and Community Ecology BIOL 4504, 4514 Research Problems in Biology BIOL 6504. Research Problems in Biology BIOL 6800. Population Ecology BIOL 7920. Conservation Biology BIOL 6580. Advances In Ecology BIOL 7920. Conservation Biology

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervising one MS student (Lindsay Leverett) in the seed ecologyof Packera tomentosa (Asteraceae).

Students Mentored:

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation Population Viability Analysis and Restoration 2007 Ecology of a Federally Threatened Thistle of the Marik Julie E. MS Great Lakes, Cirsiuim pitcheri Critical Environmental Variables Controlling 2006 Wigent Cass A. MS Success of Seabeach Amaranth Recovery An Assessment of the Nearest Associates and the Effect of Competition on the Threatened 2004 Dune Annual, Amaranthus pumilus Rafinesque Johnson Sarah E. MS (Amaranthaceae)

172 NAME: Elizabeth Jones TITLE: Teaching Assistant Professor UNIT: Department of Biology Flanagan 3216 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.4231 FAX NUMBER: 252.328.178 E-MAIL ADDRESS [email protected]

EDUCATION/TRAINING

B. Sc., Bristol Polytechnic, Bristol, England, B.Sc.(Honors), 1988. Ph. D., Department of Pharmacology, East Carolina University, Greenville, North Carolina , 1996

POSITIONS and EMPLOYMENT

Research Technician III, Department of Pathology, East Carolina University, Greenville, North Carolina, 1990-1991 Research Associate, Department of Anatomy and Cell Biology, East Carolina University, Greenville, North Carolina ,1996-1998 Teaching Assistant Professor, Department of Biology, East Carolina University, Greenville North Carolina 1999-present

PEER-REVIEW PUBLICATIONS

Jones, E.A., Wang, J.Q., and McGinty, J.F. 2001. Intrastriatal GABAA receptor blockade does not alter dopamine D1/D2 receptor interactions in the intact rat striatum, Neuroscience 102 (2) pp. 381- 389.

RESEARCH/CREATIVE ACTIVITY SUPPORT

2009-2010 - I was awarded a teaching grant to develop a power-point-based curriculum for teaching Human Anatomy and Physiology to undergraduates in 15 lab sections with a combined enrollment 400 students per semester. The curriculum was designed to increase the educational effectiveness of graduate teaching assistants (TA's) by; -providing each graduate teaching assistant with a standardized and fully developed teaching syllabus and lecture materials.

COURSES TAUGHT

BIOL 2140 Human Physiology and Anatomy I BIOL 2150 Human Physiology and Anatomy II

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

No graduate students mentored

173 NAME Trip Lamb TITLE Professor UNIT: Department of Biology Howell N212A East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.6494 FAX NUMBER: 252. 328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. Auburn University, B.S., Zoology 1977 M.S. Auburn University, M.S., Zoology 1980 Ph. D. University of Georgia, Ph.D., Zoology 1986

POSITIONS and EMPLOYMENT

Instructor, East Georgia College 1980 Postdoctoral Fellow, Savannah River Ecology Laboratory 1986–1990 Assistant Professor, East Carolina University 1990–1996 Associate Professor, East Carolina University 1996–2003 Professor, East Carolina University 2004–present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

Editorial Board, Journal of the North Carolina Academy of Science 2000-2005 Editorial Board, Southeastern Naturalist 2003-2010

PEER-REVIEW PUBLICATIONS Articles in Journals

Lamb, T., A. M. Meeker, A. M. Bauer, and W. R. Branch. 2003. On the systematic status of the desert plated lizard (Angolosaurus skoogi): phylogenetic inference from DNA sequence analysis of the African Gerrhosauridae. Biological Journal of the Linnean Society 78:253–261. Lamb, T., and A. M. Bauer. 2003. Meroles revisited: complementary systematic inference from additional mitochondrial genes and complete taxon sampling of southern Africa’s desert lizards. Molecular Phylogenetics and Evolution 29:360–364. Bauer, A. M., and T. Lamb. 2003. A new species of the Pachydactylus weberi group (Reptilia: Squamata: Gekkonidae) from the Waterberg Plateau, Namibia. Cimbebasia 19:1–12.

Schwartz, T. S., M. Osentoski, T. Lamb, and S. A. Karl. 2003. Microsatellite loci for the North American tortoises (genus Gopherus) and their applicability to other turtle species. Molecular Ecology Notes 3:283–286.

174 Bauer, A. M., and T. Lamb. 2003. Pachydactylus fasciatus Boulenger, 1888: Geographical distribution. African Herp News 36:21–21. Lamb, T., and T. C. Justice. 2005. Comparative phylogeography of Florida scrub insects: implications for systematics, biogeography, and conservation. Florida Fish and Wildlife Conservation Comm. Publ., 61 pp. Bauer, A. M., and T. Lamb. 2005. Phylogenetic relationships of southern African geckos in the Pachydactylus group (Squamata: Gekkonidae). African Journal of Herpetology 54:105–129. Leuteritz, T. E. J., T. Lamb, and J. C. Limberaza. 2005. Distribution, status, and conservation of radiated tortoises (Geochelone radiata) in Madagascar. Biological Conservation 124:451–461. Lamb, T., T. R. Justice, and M. Justice. 2006. Distribution and status of the cockroach Arenivaga floridensis Caudell, a Florida sand ridge endemic. Southeastern Naturalist 5:587–598. Bauer, A. M., T. Lamb, and W. R. Branch. 2006. A revision of the Pachydactylys serval and weberi groups (Reptilia: Squamata: Gekkonidae) of southern Africa, with the description of eight new species. Proceedings of the California Academy of Sciences 57:593–707. Bond, J. E., D. A. Beamer, T. Lamb, and M. C. Hedin. 2006. Combining genetic and geospatial analyses to infer population extinction in mygalomorph spiders endemic to Los Angeles region. Animal Conservation 9:145–157. Lamb, T., and A. M. Bauer. 2006. Footprints in the sand: independent reduction of subdigital lamellae in the Kalahari-Namib burrowing geckos. Proceedings of the Royal Society B., London 273:855–864. Lamb, T. 2007. A Field Guide to Amphibians and Reptiles in Arizona [Review]. Herpetological Review 38:123–124. Lamb, T. 2008. Pig frog, in Jensen, J., C. Camp, J. W. Gibbons, and M. Elliott (eds.). Amphibians and Reptiles of Georgia. University of Georgia Press. Athens. pp 112–114. Lamb, T. 2008. River frog, in Jensen, J., C. Camp, J. W. Gibbons, and M. Elliott (eds.). Amphibians and Reptiles of Georgia. University of Georgia Press. Athens. pp 115–117. Lamb, T., and J. W. Gibbons. 2008. Pine woods snake, in Jensen, J., C. Camp, J. W. Gibbons, and M. Elliott (eds.). Amphibians and Reptiles of Georgia. University of Georgia Press. Athens. pp 397– 398. Beamer, D. A., and T. Lamb. 2008. Dusky salamanders (Desmognathus, Plethodontidae) in the Coastal Plain: multiple independent lineages and their bearing on the molecular phylogeny of the genus. Molecular Phylogenetics and Evolution 47:143–153. Camp, C., W. Peterman, J. R. Milanovich, T. Lamb, and D. B. Wake. 2009. A new genus and species of lungless salamander (family Plethodontidae) from the Appalachian highlands of the Southeastern United States. Journal of Zoology, 279:86–94. Lamb, T., S. Biswas, and A. M. Bauer. 2010. A phylogenetic reassessment of African fossorial skinks in the subfamily Acontinae (Squamata: Scincidae): evidence for parallelism and polyphyly. Zootaxa, 2675:33-46.

RESEARCH/CREATIVE ACTIVITY SUPPORT

2003 Florida Fish & Wildlife Conservation Commission. “Comparative phylogeography of Florida scrub insects: implications for systematics, biogeography and conservation.” $13,900 2007 ECU Research/Creative Activity Grant. A case for parallelism among dwarf salamanders in the Eurycea quadridigitata complex. $17,467 2007 South Carolina Department of Natural Resources “Molecular genetic analysis of seepage slope salamanders from the Piedmont and Coastal Plain of South Carolina.” $8,448

175 2008 NSF DISSERTATION RESEARCH (D.A. Beamer): Detecting ecomorphological convergence in the salamander genus Desmognathus: A phylogenetic approach using molecular and geometric morphometric analyses. $11,912 2010 North Carolina Wildlife Resources Commission. Population status, distribution, and phylogeography of the seepage salamander (Desmognathus aeneus) in North Carolina $4,530

COURSES TAUGHT

BIOL1050 General Biology BIOL1200 Principles of Biology II BIOL2300 Genetics BIOL4504 Research Problems in Biology BIOL 4514 Research Problems in Biology BIOL4550 Biology Honors BIOL5150 Herpetology BIOL5151 Herpetology BIOL 8810 Methods and Techniques BIOL9000 Dissertation Research

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervising on PhD student (David Beamer; IDPBS) and one MS student (Ian Huffnagle) in speciation in salamanders and evolutionary loss of digits in amphibians.

Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation Phylogenetics and population status of 2006 coastal plain dusky salamanders (Amphibia: Beamer David A MS Caudata: Plethodontidae) Hall Jeffrey G Herpetofaunal sampling in the North Carolina 2004 coastal plain : a comparison between MS techniques across habitats

176 NAME: Joseph J. Luczkovich TITLE: Associate Professor UNIT: Department of Biology Howell S418 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.1847 FAX NUMBER: 252.328.4178 TITLE: Associate Scientist UNIT Institute for Coastal Science and Policy Flanagan 383 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.9402 E‐MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. Lehigh University, Bethlehem, Pennsylvania, Biology, 1978 M.S. Rutgers University, New Brunswick, NJ, Ecology, 1982 Ph.D. The Florida State University, Tallahassee, Florida, Biological Science, ‐‐N/A‐‐

POSITIONS and EMPLOYMENT

Postdoctoral Fellow., Harbor Branch Oceanographic Institution , Division of Marine Science. 1987‐ 1988. Lecturer, Humboldt State University Teaching in Department of Fisheries, 1988‐1989 Postdoctoral Research Associate, North Carolina State University, Department of Zoology. 1989‐ 1990 Assistant Scientist/Visiting Assistant Professor, East Carolina University. Joint position with Institute for Coastal and Marine Resources and Department of Biology, 1990 ‐ 1997 Associate Professor, East Carolina University. Joint position with the Institute for Coastal Science and Policy and the Department of Biology, 1997‐ present

Consulting Experience Expert Witness on Sonar Effect on Fishes, NRDC Lawsuit against US Navy, This was in conjunction with a lawsuit filed by the Natural Resources Defense Council (NRDC) against the US Navy. I reviewed the Navy's EIS and filed a declaration on the effects of sonar on fishes in the lawsuit. 2007.

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

Coastal and Estuarine Research Federation Atlantic Estuarine Research Federation

177

HONORS/AWARDS

2005: Christine Voss, David B. Knowles, and Joseph J. Luczkovich. Effects of various thicknesses of thin‐layer dredged materials applied to a Juncus roemerianus dominated brackish marsh. Best student paper. Atlantic Estuarine Research Society. 2010: Best Student Paper, Cecilia S. Krahforst, Joseph J. Luczkovich and Mark W. Sprague. Are passive acoustics an appropriate method to accurately represent a soniferous Atlantic croaker (Micropogonias undulatus) population? Acoustical Society of America. 2010: Krahforst, C. S., Luczkovich, J. J. , Sprague, M. W. , Walsh, J. P. , & Singhas, C.. Using Passive Acoustics to Monitor Atlantic Croaker Populations in Pamlico Sound, NC. American Fisheries Society Tidewater Chapter, Annapolis, Maryland. Best Student Paper. American Fisheries Society Tidewater Chapter. 2010: Can Single‐Beam Sonar Be Used To Accurately Survey The Submerged Aquatic Vegetation Beds In North Carolina's Estuaries? Krahforst, C.S.*, R.W. Curran, A.M. Ballance, L.M. Bade, G.R. Plaia, and J.J. Luczkovich, Best Graduate Paper. Atlantic Estuarine Research Society. 2010: What Is The Correlation Between Salinity And Species Composition At Two Low Salinity And Two High Salinity Sites In Estuaries Of North Carolina? Ballance, A.M.*, L. Bade, C.S. Krahforst, R.W. Curran, and J.J. Luczkovich. Best Undergraduate Paper. Atlantic Estuarine Research Society.

PEER REVIEW PUBLICATIONS Articles in Journals

Luczkovich, J. (2004). Defining and Measuring Trophic Role Similarity in Food Webs Using Regular Coloration. Journal of Theoretical Biology, 220, 303‐321. Luczkovich, J. (2004). Using spectral analysis to identify drumming sounds of some North Carolina fishes in the family Sciaenidae. Journal of the Elisha Mitchell Society, 116, 124‐145. Luczkovich, J. (2004). Characterization of the ultrastructure of the gastrointestinal tract mucosa, stomach contents and liver enzyme activity of the pinfish (Lagodon rhombo. Journal of Fish Biology, 58, 1704‐1713. Luczkovich, J. (2004). Network Role Analysis in the Study of Food Webs: An Application of Regular Role Coloration. Journal of Social Structure, 2, 000‐000. Luczkovich, J. (2004). Do striped cusk eels, Ophidion marginatum (Ophidiidae) produce the chatter sound attributed to weakfish, Cynoscion regalis (Sciaenidae)? . Copeia, 2001, 854‐ 859.. Luczkovich, J. (2004). Determining the Trophic Guilds of Fishes and Macroinvertebrates in a Seagrass Food Web. . Estuaries, 25, 1143‐1164. Luczkovich, J. (2004). Measurement of an individual silver perch Bairdiella chrysoura sound pressure level in a field recording. Journal of the Acoustical Society of America, 116, 3186‐ 3191. Rountree, R. A., Gilmore, R. G. , Goudey, C. A. , Hawkins, A. D. , Luczkovich, J. J. , D. Mann, (2006). Listening to Fish: applications of passive acoustics to fisheries science. . Fisheries, 31 (9), 433‐446.

178 Luczkovich, J. J. & Keusenkothen, M. A. (2007). Sounds recorded during the cooperative hunt may be prey fish alarm call. Response to: Bshary R, Hohner A, Ait‐et‐Djoudi K, Fricke, H. 2006. Interspecific communicative and coordinated hunting between groupers and giant moray eels in the Red Sea. PLoS Biology, 4 (12), e431. Luczkovich, J. J. & Sprague, M. W. (2008). Does Boat Noise Affect Spawning Sound Production Of Soniferous Fish In Shallow Estuarine Systems? Bioacoustics, 17, 203‐205. Luczkovich, J. J. & Keusenkothen, M. (2008). Can Longspine squirrelfish hear bottlenose dolphin? Bioacoustics, 17, 75‐77. Luczkovich, J. J., Mann, D. A. , & Rountree, R. A. (2008). Passive Acoustics as a Tool in Fisheries: An Introduction to the American Fisheries Society Symposium. Transactions of the American Fisheries Society, 137, 533‐541. Luczkovich, J. J., Pullinger, R. C. , Johnson, S. E. , & Sprague, M. W. (2008). Identifying the critical spawning habitats of sciaenids using passive acoustics. Transactions of the American Fisheries Society, 137, 576‐605. Gloeckner, D. R. & Luczkovich, J. J. (2008). Experimental assessment of trophic impacts from a network model of a seagrass ecosystem: Direct and indirect effects of gulf flounder, spot and pinfish on benthic polychaetes. Journal of Experimental Marine Biology and Ecology, 357, 109‐120. Johnson, J. C., Luczkovich, J. J. , Borgatti, S. P. , & Snjiders, T. A. B. (2009). Using Social Network Analysis tools in Ecology: Markov process transition models applied to the Seasonal Trophic Network Dynamics of the Chesapeake Bay. Ecological Modelling, 220, 31333140.

Books

Luczkovich, J. & Knowles, D. B. (2005). Environmental Science: Earth as a Living Planet Student Review Guide 5th edition. , New York, NY: John Wiley and Sons. Luczkovich, J., Philip J. Motta, Stephen F. Norton, Karel F. Liem. 2010. Ecomorphology of Fishes (Developments in Environmental Biology of Fishes). Second edition, Springer. 240pp.

Chapters in Books

Luczkovich, J. (2004). "Effects of Hurricane Floyd Flooding on Pamlico River Water Quality and Fishes. ", In Maiolo, J; Whitehead, J.; McGee, M.;Lauriston,K.; (Ed.) In the Aftermath of Hurricane Floyd: Recovery in the Coastal Plain., (pp. 235‐246). Wilmington: Coastal Carolina Press. Luczkovich, J. (2005). "Role of Network Analysis in Comparative Ecosystem Ecology of Estuaries", In A. Belgrano, U. Scharler, J. Dunne, R. Ulanowicz (Ed.) Aquatic Food Webs: an Ecosystems Approach, (pp. 25‐40). Oxford: Oxford University Press. Luczkovich, J. J., Sprague, M. W. , & Krahforst, C. S. (2010). "Behavior of fishes associated with the production of sound and responses to sounds produced by other species", In Press, In Arthur Popper, Brandon Casper, Don Stevens, Anthony Farrell (Ed.) Encyclopedia of Fish Physiology: From Genome to Environment. Oxford UK: Elsevier.

179 RESEARCH AND CREATIVE ACTIVITY SUPPORT

2007 ‐ Luczkovich, J. J., Jack Spruill Estate ( $1,000), Jack Spruill Estate. Research 2005 ‐ Luczkovich, J. J., Brinson, M.M., & West, T.T., Blue Crab Research Study: Analysis of Potential Effects of Land Cover Change on Blue Crab (Callinectes sapidus) Population in Primary Nursery Areas. NC Sea Grant Blue Crab Research Grant. $35,895 2006 ‐ Luczkovich, J. J., Brinson, M., West, T., & Hassell, J., Analysis of Effects of Land Cover Change on Juvenile Finfish Populations in Primary Nursery Areas. NC Sea Grant Fisheries Resources Grant. $22,385 2007 ‐ Johnson, J. C., Luczkovich, J.J., Clough, L.L., Griffith, D.C., & Cheuvront, B., Incorporating Humans in Ecosystem‐Based Models of Fishery Management. North Carolina Sea Grant. $97,468 2009 ‐ Carpenter, D. A., Luczkovich, J.J., Kenworthy, W.J., Eggleston, D., & Plaia, G., Development of a Performance‐Based Submerged Aquatic Vegetation Monitoring and Outreach Program for North Carolina , Albermarle Pamlico National Estuary Program. $72,339 of a total grant amount of $139,861 2010 ‐ Luczkovich, J. J., Proposed Scope of work for SAV Monitoring at the Currituck Bridge, North Carolina Turnpike Authority. $24,304 2010 ‐ Luczkovich, J. J., Mallinson, D., Walsh, J.P., & Sprague, M.W., Acoustic Monitoring of Oysters Reefs in Pamlico Sound: Using Sonar Techniques To Locate Historical Reefs And Monitor Restoration Efforts, Albemarle Pamlico National Estuary Program. (in review).

COURSES TAUGHT

BIOL 4500 Marine Field Ecology BIOL 5270 Marine Community Ecology CRM 6300 Case Studies in Coastal Resources Management BIOL 1060 Environmental Biology BIOL 7010 Estuarine Ecology BIOL 5550 Ichthyology BIOL 5551 Ichthyology Lab BIOL 6504, 6514 Research Problems in Biology BIOL 7000 Thesis CRM 9000 Dissertation

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervising 2 Ph.D students (Rebecca Dehr, Cecilia Krahforst, CRM) in effects commercial fish trawling on estuarine trophic structure, and acoustic signaling in fish.

180

Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation Effects of various thicknesses of thin-layer 2005 dredged material applied to a Juncus Voss Christine MS roemerianus- dominated brackish marsh.

Using visual censuses to estimate biomass of 2006 marine fishes for an Ecopath model of coral reef, seagrass and mangrove habitats surrounding Barry Dierdre MS Calabash Caye, Belize. Diet Analysis of selected fishes in a Belizian 2006 Coral Reef Ecosystem and development of an Chagaris David MS Ecopath food web model Comparison of Abundance and Diets of Selected 2008 Fishes in Trawling and Non-Trawling Zones in Hart Kevin MS Core Sound, NC, USA. 2010 Can passive acoustics be used to estimate the Krahforst Cecilia MS length of Atlantic croaker?

NAME: Thomas John McConnell TITLE: Professor And Associate Dean of the Graduate School UNIT: Department of Biology East Carolina University Greenville, NC 27858-4353 TELEPHONE NUMBER: 252.328. FAX NUMBER : 252.328. E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING Atttended Florida State University, Tallahassee, Florida 1975-1976, B.S. Zoology, , University of Florida, Gainesville, Florida 1976-1979 Ph.D, University of Florida, Gainesville, Florida Immunology, 1980-1986 Post-Doctoral Research, NIH, 1986-1990

POSITIONS and EMPLOYMENT Assistant Professor, Biology Department, East Carolina University 1990-1996 Associate Professor, Biology Department, East Carolina University 1996-2005 Professor, Biology Department, East Carolina University 2005-present

181 Interim Chair, Department of Biology, 2006-2008 Interim Chair, Department of Mathematics, 2008-2010

ADJUNCT POSITION: Department of Microbiology and Immunology East Carolina University School of Medicine Brody Building Greenville, NC 27858-4354

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships International Society of Developmental and Comparative Immunology Sigma Xi Phi Kappa Phi

Faculty Service : Provost Council for Education Improvement, ECU, 2008-2009

PEER REVIEW PUBLICATIONS Articles in Journals

Mannie MD, McConnell TJ, Xie C, and Li Y-Q. Activation-dependent phases ofT cells istinguished by use of optical tweezers and near infrared Raman spectroscopy. J.Iimmunol. Methods 297:53-60, 2005 Thankappan A, Fuller JR, Godwin VB, Kearse KP, and McConnell TJ. Characterization of glycans on major histocopatibility complex class II molecules in channel catfish, Ictalurus punctatus. Dev. Compo Immunol. 30: 772-782, 2006. Ojeda JF, Xie C, Li Y, Bertrand FE, Wiley J, and McConnell TJ. Chromosomal analysis and identification based on optical tweezers and Raman spectroscopy. Optics Express 14: 5385- 5393,2006 Ding H, Lu JQ, Brock RS, McConnell TJ, Ojeda JF, Jacobs KM, and Hu X-H. Angleresolved Mueller Matrix Study of Light Scattering by B-Cells at Three Wavelengths of 442,633, and 850 nm. J. Biomedical Optics 12: (034032) 1-9,2007. Moulana M, Evenhuis J, Albertino M, Godwin V, Kountikov EI, Stuge TB, Wilson M, Bengten E, Miller NW, and McConnell TJ. Characterization of anti-channel catfish MHC class II beta monoclonal antibodies. Vet ImmunoI126:120-130, 2008. SummersK, Roney KE, da Silva J, Capraro G, Cuthbertson BJ, Kazianis S, Rosenthal GG, Ryan MJ, and McConnell TJ. Divergent patterns of selection on the DAB and DXB MHC class II loci inXiphophorus fishes. Genetica 135:379-390, 2009.

RESEARCH AND CREATIVE ACTIVITY SUPPORT Vice Chancellor’s Research/Creative Activity Grant, East Carolina University, 2005-2006. 2001- 2006. National Science Foundation, Grant #MCB-0110541 for “Assembly and Expression ofMHC Class II chains in the Channel Catfish” PI: Thomas J. McConnell , $255,314,

182 COURSES TAUGHT BIOL 7170 Immunology I BIOL 7190 Immunology II BIOL 7180, 81. Celll Culture and Hyibridoma

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

No current graduate students; full-time administrator as assistant dean of the Graduate School

Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation Harris Jason MS Calnexin association with major 2003 histocompatibility class II molecules in Ictalurus Fuller James R MS punctatus

2003 Major histocompatibility complex class II DAB Roney Kelly E MS and DXB polymorphism in Xiphophorus fishes

Characterization of glycans on major 2004 histocompatibility complex class II molecules in Thankappan Anil MS channel catfish, Ictalurus punctatus Ojeda Jen MS Ictalurus punctatus [beta]-actin promoter vs. 2007 CMV (cytomegalovirus) transfection efficiency in Cantrell Adam MS catfish B and T lymphocytes

2007 A comparison of three methods of gene delivery Trimpi Ben MS into channel catfish (Ictalurus punctatus)

LacZ expression between the cytomegalovirus 2008 and the catfish B-actin promoters via electroporation within the channel catfish, Corey Keyren MS Ictalurua punctatus, G5F fibroblasts BCL-2's effect on gene regulation in MCF10A 2009 Taylor Andrew MS cells as detected by qRT-PCR

183 NAME: Jeffrey S. McKinnon TITLE: Professor UNIT: Biology Howell N108, 412 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.5258 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.Sc. (Hons) University of British Columbia, Vancouver, B.C., Canada, Zoology, 1984 M.Sc. University of Guelph, Guelph, Ontario, Canada, Marine Biology, 1988 Ph.D. Harvard University, Cambridge, Mass, USA, Organismic and Evolutionary Biology, 1994

POSITIONS and EMPLOYMENT

Teaching Fellow, Harvard University (August, 1994 - May, 1995). Lecturer, University of Victoria (June, 1994 - July, 1994). Postdoctoral fellow, lecturer, Harvard University (August, 1995 - July, 1996). Post-doctoral fellow, University of British Columbia (May, 1996 - July, 1997). Associate Member, Behavioural Ecology Research Group, Simon Fraser University (December, 1997 - July, 2007). Assistant Professor, University of Wisconsin-Whitewater (August, 1997 - July, 2003). Visiting Scholar, University of Queensland, Australia (August, 2003 - July, 2004). Adjunct Associate Professor, University of Wisconsin-Milwaukee (January, 2003 - July, 2005). Associate Professor, University of Wisconsin-Whitewater (August, 2003 - July, 2006). Director, Undergraduate Research Program, University of Wisconsin-Whitewater (August, 2005 - July, 2008). Professor, University of Wisconsin-Whitewater (August, 2006 - July, 2008).

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships Society for the Study of Evolution, 1997, International Sigma Xi National Science Teachers Association

HONORS/AWARDS 2008: Journal of Fish Biology paper listed in Nature as a Research Highlight (August 14, 2008). 2009: On Darwin’s 200th birthday, paper included in Nature’s (Jan. 2009) list of 15 Evolutionary Gems, exemplary evolution papers appearing in Nature in preceding 10 years.

PEER REVIEW PUBLICATIONS Articles in Journals

184 Schluter, D., Clifford, E. A. , Nemethy, M., & McKinnon, J. S. (2004). Parallel evolution and inheritance of quantitative traits. American Naturalist, 163, 809-822. McKinnon, J. S., Mori, S., Blackman, B., David, L., Kingsley, D., L. Jamieson, J. Chou and D. Schluter, (2004). Evidence for ecology's role in speciation. Nature, 429, 294-298. Pauers, M. J., McKinnon, J. S. , & Ehlinger, T. J. (2004). Directional sexual selection on chroma and within-pattern colour contrast in Labeotropheus fuelleborni. Proceedings of the Royal Society of London Series B-Biological Sciences, 271, S444-S447. Gray, S. M. & McKinnon, J. S. (2006). A comparative description of mating behaviour in the endemic telmatherinid fishes of Sulawesi's Malili Lakes. Environmental Biology of Fishes, 75, 471482. Gray, S. M., Dill, L. M. , & McKinnon, J. S. (2007). Cuckoldry incites cannibalism: male fish turn to cannibalism when perceived certainty of paternity decreases. American Naturalist, 169, 258-263. Gray, S. M. & McKinnon, J. S. (2007). Linking color polymorphism maintenance and speciation. Trends in Ecology and Evolution, 22, 71-79. Chunco, A., McKinnon, J. S. , & Servedio, M. (2007). Microhabitat variation and sexual selection can maintain male color polymorphisms. Evolution, 61, 2504-2515. Gray, S. M., McKinnon, J. S. , Tantu, F. Y. , & Dill, L. M. (2008). 'Sneaky eating' in Telmatherina sarasinorum, an endemic fish from Lake Matano, Sulawesi. Journal of Fish Biology, 73, 728-731. Gray, S. M., Dill, L. M. , Tantu, F. Y. , Loew, E. R. , & McKinnon, J. S. (2008). Environment contingent sexual selection in a colour polymorphic fish. Proceedings of the Royal Society of London, Series B, 275, 1785-1791. Kuzoff, R. K., Kemmeter, S. B. , McKinnon, J. S. , & Thompson, C. P. (2009). Phylogenetic Analysis: How Old Are The Parts of your Body? Evolution: Education and Outreach, 2 (3), 405-414. McKinnon, J. S. & Pierotti, M. E. (2010). Color polymorphism and correlated characters: genetic mechanisms and evolution. Molecular Ecology, 19, 51015125. Pauers, M. J., Ehlinger, T. J. , & McKinnon, J. S. (2010). Female and male visually based mate preferences are consistent. Current Zoology, 56 (1), 65-72.

RESEARCH AND CREATIVE ACTIVITY SUPPORT Research 2000-2004: McKinnon, J.S., Parallel Reproductive Isolation, Divergent Selection, and the Origin of Stickleback Species ($262,742); NSF Population Biology. Service 2008: Geary, D. & McKinnon, J. S., Evolution Literacy Project ($10,000.00 of a total grant amount of $20,000.00), Baldwin Foundation Wisconsin Idea Endowment Grant. 2009: Geary, D. & McKinnon, J. S., Evolution Literacy Project ($20,000.00 of a total grant amount of $10,000.00), Baldwin Foundation Wisconsin Idea Endowment Grant. Training 2003-2006: McKinnon, J. S., Developing a Research-Rich Introductory Biology Curriculum ($170,000), NSF CCLI. 2004-2006: Woller, M. & McKinnon, J.S (senior personnel, co-initiator of grant) Biology Educator and Student Training-Team Experience in Research Program, ($161,785) NSF REU. 2005: McKinnon, J. S., Part-time Research Assistantships to Strengthen Retention and Raise Graduation Rates ($25,000.00), NSF-funded WiscAMP program.

185 2006: McKinnon, J. S., Part-time Research Assistantships to Strengthen Retention and Raise Graduation Rates ($25,000.00), NSF-funded WiscAMP program. 2007: McKinnon, J. S., Part-time Research Assistantships to Strengthen Retention and Raise Graduation Rates ($37,500.00), NSF-funded WiscAMP program. 2008: Woods, B. & McKinnon, J. S., WiscAMP Stipends for Summer Research ($19,800.00), NSF- funded WiscAMP program. 2008: McKinnon, J. S., Part-time Research Assistantships to Strengthen Retention and Raise Graduation Rates ($25,000.00), NSF-funded WiscAMP program. 2008: Woller, M. & McKinnon, J. S., Science Education Leadership Institute ($118,000.00), Federal Earmark (Senator Herb Kohl). 2010: Guo, R. & McKinnon, J.S., Research Scholar Fellowship, China, Ruqing Guo ($15,000.00 of a total grant amount of $30,000.00), Government of China.

COURSES TAUGHT

BIOL1050 General Biology BIOL 6850 Advances In Ecology BIOL1050 General Biology BIOL 6994 Internship BIO 8830 Introduction To Research BIOL 6992 Internship In Applied Biology BIOL 6993 Internship: Mentoring Seminar BIOL 8810 Methods & Techniques in Experimental Biology BIOL 6504, 6514 Research Problems in Biology

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise one Ph.D student (Lenny Yong; (IDPBS) and one MS student (Shane Wright) in speciation in fish (Suzanne Gray, PhD student supervised in previous position).

186 NAME: Susan McRae TITLE: Teaching Assistant Professor UNITL Department of Biology Howell S101 East Carolina University Greenville, NC 27858-4353 TELEPHONE NUMBER: (252) 328-6515 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

Drapers' Research Fellow Pembroke College, University of Cambridge, 1995-1998 Smithsonian Institution Postdoctoral FellowSmithsonian Tropical Research Institute, Panama1 1999 - 2000 Research Associate Department of Neurobiology & Behavior and Lab of Ornithology, Cornell University 2001-2005 Visiting Assistant Professor Department of Biology, East Carolina University2000 –2006 Visiting Scientist, Centre for Wildlife Ecology, Simon Fraser University, Burnaby, B.C., Canada 2006 Teaching Assistant Professor Department of Biology, East Carolina University 2006 – present

POSITIONS and EMPLOYMENT

1988 BSc Carleton University, Ottawa, Ontario, Canada( Highest Honors in Biology) 1990 MSc in University of Waterloo, Waterloo, Ontario, Canada Biology 1995 PhD in University of Cambridge, UK Zoology

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

American Ornithologists' Union Animal Behavior Society International Society for Behavioral Ecology Graduate Women in Science Sigma Xi Editorial Board 2008-09 Guest Editor for the Southeastern Naturalist (2 manuscripts)

Reviewer For Journals Acta Zoologica Sinica American Naturalist Animal Behaviour Ardea The Auk Avian Science Behavioral Ecology

187 Behavioral Ecology and Sociobiology Biological Reviews Biology Letters The Condor Ecology Ecological Monographs Ethology Evolution Ibis Journal of Animal Ecology Journal of Avian Biology Journal of Field Ornithology Proceedings of the Royal Society (Biological Sciences) Proceedings of the National Academy of Sciences The Wilson Bulletin

Reviewer For Funding Bodies & Publishers National Science Foundation Natural Sciences and Engineering Research Council of Canada Australian Research Council Cambridge University Press (book proposal reviewer) Gonville and Caius College (Cambridge) Research Fellowship Competition

2007 NC Academy of Sciences 104th Annual Meeting Organizing Committee, ECU

Lab Coordinator: Principles in Biology II (BIOL 1201) 2009 – present Coordinator of Biology Honors Thesis course for the Department of Biology, ECU

Educational Outreach 2006 Demonstrated Module in Ornithology/Behavioral Ecology Research to elementary students (Grades 2-3) enrolled in Science Alive! (SFU’s Science Day Camp) 2008 North Carolina Student Academy of Sciences District Presentation Day Judge for Middle School student science papers and talks 2009 Natural selection simulations for the middle school classroom: Beans, beaks, and birds Darwin Day Middle School Workshop. Department of Biology, ECU 2010 Citizen Science coordinator for Project Feederwatch and Nestwatch with Upper Elementary students at Greenville Montessori School Faculty advisor for Eastern NC Regional Science Olympiad ‘Ornithology’ event, ECU

PEER REVIEW PUBLICATIONS Articles in Journals

McRae, S.B., Emlen, S.T., Rubenstein, D.R. and S.M. Bogdanowicz 2005. Polymorphic microsatellite loci in a plural breeder, the grey-capped social weaver (Pseudonigrita arnaudi), isolated with an improved enrichment protocol using fragment size selection. Molecular Ecology Notes 5:16-20.

188 Stang, A.T. and S.B. McRae 2009. Why some rails have white tails: the evolution of white undertail plumage and anti-predator signaling. Evolutionary Ecology 23:943-961.

RESEARCH/CREATIVE ACTIVITY SUPPORT Research

2007 E-bird Exchange Program, for Grad Student visit to my lab at ECU $1,250 2008 RIGOR workshop ‘Avian Detectives’, East Carolina University $1,050

Support For Undergraduate Research

2003 Honors Program Stipend (A. Stang) $500 2004 Honors Program Stipend (A. Stang) $500 2005 ECU Research and Creativity Award (A. Stang) $1,115 2005 Honors Program Stipend (M. Dobransky) 2006 Honors Program Stipend (E. Bruckner) 2007 ECU Research and Creativity Award (E. Bruckner) $2,165 2007Honors Program Stipend (H. Cleckner) $500 2009 ECU Research and Creativity Award (K.L. Steers) $700 2009 ECU Research and Creativity Award (S.E. Gough) $400

COURSES TAUGHT

BIOL 1200 Principles of Biology II BIOL 3740 Animal Behavior BIOL 3741 Animal Behavior Lab BIOL 3240 Field Zoology BIOL 3241 Field Zoology Lab BIOL 4400, 4405 Terrestrial Field Ecology (Field Course in Panama) BIOL 5070 Ornithology BIOL 5071 Ornithology Lab

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervising one MS student (Carol Brackett) in the reproductive behavior and conservation ecology of the King Rail

Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation Adaptive brood sex ratio adjustment in the 2009 Mauney Deborah MS common moorhen

189 NAME: Anthony S. Overton TITLE: Assistant Professor UNIT: Department of Biology Howell S215a East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: Howell S-215a FAX NUMBER: 252.328.4121 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. Pre-Medicine, South Carolina State University 1994. M.S. Fisheries Management-Forest Resources. University of Georgia 1997. Ph.D. Fisheries Science-Marine Estuarine and Environmental Sciences, University of Maryland Eastern Shore; Department of Natural Sciences 2003.

POSITIONS AND EMPLOYMENT

Spring 2002-Fall 2003. Research Associate (Post-doctoral position). East Carolina University, Institute for Coastal and Marine Resources, Greenville, North Carolina (under the direction of Dr. Roger A. Rulifson). Fall 2003-2009. Assistant Professor .East Carolina University. Department of Biology, Greenville, North Carolina. Fall 2009-Current. Associate Professor .East Carolina University. Department of Biology, Greenville, North Carolina.

OTHER RELEVANT EXPERIENCES AND PROFESSIONAL MEMBERSHIPS

2007-2009: Faculty Advisor ECU Student Subunit of the American Fisheries Society 2008: Executive Committee, Tidewater Chapter of the American Fisheries Society Meeting 2008- Reviewer - Grant Proposals National Science Foundation Funding Panel; National Marine Fisheries Service; Virginia Sea Grant Omnibus; National Marine Fisheries Service 2009: Member, Advisory Board., American Fisheries Society-Estuaries Section 2009: Subject Editor, Marine and Coastal Fisheries: Dynamics, Management, and Ecosystem Science 2009: Special Guest Editor Southeastern Naturalists 2009-2010: Member, Coastal-Maritime Council

HONORS/AWARDS

Best Abstract Award: Riley, K., S. Binion, T. Williams, and A. Overton. 2009. Effect of zooplankton density on growth of larval American shad Alosa sapidissima: An experimental approach. Seminar presentation at the Annual Aquaculture America Conference and Exposition, Seattle, Washington.

PEER REVIEW PUBLICATIONS Journal Articles

190 Matsche, M, A.S. Overton, J. Jacobs, and M.R. Rhodes 2010. Low prevalence of splenic mycobacteriosis in migratory striped bass (Morone saxatilis) from North Carolina and Chesapeake Bay. Diseases of Aquatic Organisms. 90:181-189 Stine, C.B., J.M. Jacobs, M.R., Rhodes, A.S. Overton, M. Fast, and A.M. Baya. 2009. Expanded range and new host species of Mycobacterium shottsii and M. pseudoshottsii. Journal of Aquatic Animal Health Overton, A.S., F. J. Margraf, E. B. May.2009.Spatiotemporal Heterogeneity of Striped bass Foraging in the Chesapeake Bay: Predator Responses to a Changing Forage Base. Transactions of the American Fisheries Society 138:915-926 Overton, A. S, and R. A. Rulifson.2008.Annual Variability in Upstream Migration of Glass Eels in a Southern USA Coastal Watershed. Environmental Biology of Fishes.84:29-37 Fitzpatrick , E.E. and A.S. Overton 2008 Age, Growth, Mortality and Fecundity of Yellow Perch in Yeopim River, Albemarle Sound, North Carolina. Proceedings of the Annual Conference of Southeastern Association of Fish and Wildlife Agencies. 61:10-16 Okoye, A. O., A. S. Overton, M. Loeffler, and S. E. Winslow. 2008. White Perch Fecundity Relationships in Western Albemarle Sound, North Carolina.Journal of the North Carolina Academy of Science. 124:46-50 Overton, A.S. C.S. Manooch, J.W. Smith, and K. Brennan. 2008. Interactions between large adult migratory striped bass and their prey on the off the Virginia and North Carolina U.S. Atlantic Coast from 1994-2007.Fishery Bulletin 106 174-182. Overton, A. S., J. Zabowski, and K. L . Riley.2008.Release Mortality of Undersized Fishes from the Snapper-Grouper Complex off the North Carolina Coast.North American Journal of Fisheries Management. 28:733-739 Overton, A. S, and R. A. Rulifson.2007.Catch Comparisons Between Plankton Surface Pushnets And Oblique Tows For Diadromous Larval Fishes.Fisheries Research 86. 99-104. Overton, A.S., and M.J. Van Den Avyle. 2006. The effects of salinity on growth, mortality, and nutritional condition of juvenile striped bass: possible environmental factors effecting their distribution in Southeastern Estuaries. Proceedings of the Annual Conference of Southeastern Association of Fish and Wildlife Agencies 59-313-324. Walter, J.F, Overton, A.S., K.H. Ferry, and M.E. Mather. 2003. Atlantic Coast feeding habits of striped bass: a synthesis of data supporting a comprehensive coast-wide understanding of the trophic biology. Fisheries Management and Ecology.10:349-360 Overton, A.S., F.J. Margraf, E.B. May, C. Weedon, and L.H. Piper.2003. The prevalence Of Mycobacteria infections in striped bass in Chesapeake Bay.Fisheries Management and Ecology.10:301-308. Bergey, L. L., R. A. Rulifson, M. L. Gallagher, and A. S. Overton. 2003. Variability of Atlantic Coast striped bass egg characteristics: Implications for management. North American Journal of Fisheries Management 23(3): Overton, A.S., T. Reinert, and C.A. Ruetz.2000.Keeping the communication lines open between you and your graduate committee. Fisheries (25) 10:41-43

RESEARCH AND CREATIVE ACTIVITY SUPPORT Teaching

2008-09: Miles, R., Overton, A.S., Morhead, A., & O'Driscoll, M., East Carolina University Reach Up Program for Science Education. , GlaxoSmith Kline Foundation Ribbon of Hope Program. $35,750

191

Research 2009: Overton, A. S., Mid-Atlantic Striped Bas Predatory-Prey Monitoring Program US Fish and Wildlife Service $4,218 2009: Overton, A. S. Little River Water Quality and Flow Monitoring ( $4,955), Entrix Consulting. 2009: Overton, A. S. Castle Hayne Aquatic Resources Characterization. Entrix Consulting $11,801 2009-10. Overton, A. S. & Miles, R.H. Recruitment Of Estuarine-Dependent Alosines To Albemarle Sound: Will Food Availability Or Nursery Habitat Limit Success Of Restoration Programs? North Carolina Sea Grant. $147,736 2011: Overton, A. S. Can Spawning Habitat be Characterized and Prioritized based on the Presence of Early Life Stages of River Herring? ( $56,426), 2011-12. Overton, A. S. Can Spawning Habitat be Characterized and Prioritized based on the Presence of Early Life Stages of River Herring? North Carolina Sea Grant, $56,426.

COURSES TAUGHT

BIOL 1060. Environmental Biology BIOL 3660, 61. Marine Biology BIOL 4550. Research Problems in Biology BIOL 6504. Research Problems in Biology BIOL 6514. Research Problems in Biology BIOL 7000. Thesis BIOL 7360. Fisheries Management BIOL 8830. Introduction to Research BIOL 9000. Dissertation

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervising one Ph.D student (Ken Riley; IDPBS), and 6 MS students (Samantha Binion, Matthew Butler, Anne Dowling, Jocelyn Kim, Wayne Mabe, Joey Powers) in the ecology and population biology of anadromous fishes.

Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation Evaluation and status of the estuarine yellow 2006 perch (Perca flavescens) in eastern North Fitzpatrick Eric MS Carolina Diet patterns, competitive potential, and variation in delta15N of juvenile Morone 2008 americana and Perca flavescens in the Clermont Jason G MS Albemarle Estuarine system, North Carolina

2010 Bioenergetics and trophic impacts of invasive Cerino David G MS Indo-Pacific lionfish [electronic resource]

192 NAME : Xiaoping Pan TITLE : Assistant Professor UNIT: Department of Biology Howell S210 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.5443 FAX NUMBER: 252.328.4718 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S., Nanjing University, Environmental Biology, 1996 Ph.D. Texas Tech Univeristy, Environmental Toxicology, 2007

POSITIONS and EMPLOYMENT

Assistant Professor, Fujian Medical University, Fuzhou, China 1996-1999 Scientist, Eisai (China) Pharmaceutical Inc., 2000-2002 Assistant Professor, Western Illinois University, Macomb, IL 2007-2009. Assistant Professor, East Carolina University, Greenville, NC 2009-present.

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

Society of Environmental Toxicology and Chemistry (SETAC) American Chemical Society (ACS)

Ad hoc Reviewer for Journals BMC Genomics, BMC Evolutionary Biology, Environmental Toxicology and Chemistry, Frontier in Biosciences, Journal of Chromatography A, PLoS One, Rapid Communications in Mass Spectrometry, and Science of the Total Environment

Ad hoc Reviewer for Funding Agencies

Genesis Oncology Trust (New Zealand) Estonian Science Foundation (ETF).

Contributing Editor, PLoS One

Chair, Merit Award Committee, Division of Environmental Chemistry, American Society of Chemistry (ACS)

HONORS/AWARDS

193 Ralph E. Powe Junior Faculty Enhancement Award, “Identification of microRNA-206 targets following RDX exposure in B6C3F1”. 2010-2011.

PEER-REVIEW PUBLICATIONS Articles in Journals

Pan X., Zhang B., Cobb G.P. (2005) Transgenic plants: environmental benefits and risks. Physiology and Molecular Biology of Plants. 11:13-32. Pan X., Zhang B., Cobb G.P. (2005) Extraction and analysis of trace amount of cyclonite (RDX) and its nitroso-metabolites in animal liver tissue using gas chromatography with electron capture detection. Talanta 67: 816-823. Pan X., Tian K., Jones L.E., Cobb G.P. (2006) Method optimization for quantitative analysis of octahydro-1,3,5,7-tetranitro-1,3,5,7-tetrazocine (HMX) by liquid chromatography-electrospray ionization mass spectrometry. Talanta 70(2): 455-459. Pan X., Zhang B., Smith J.N., San Francisco M., Anderson T.A., Cobb G.P. (2007). N-nitroso Compounds Produced in Deer Mice (Peromyscus maniculatus) GI Tract Following Hexahydro- 1,3,5-trinitro-1,3,5-triazine (RDX) Exposure. Chemospere 67(6): 1164-1170. Zhang B., Pan X. (2009) Expression of microRNAs in cotton. MolecularBiotechnology 42 (3): 269-274. Pan X., Zhang B., Cox S.B., Anderson T.A., Cobb G.P. (2006) Determination of N-nitroso derivatives of hexahydro-1,3,5-trinitro-1,3,5-triazine (RDX) in soils by pressurized liquid extraction and liquid chromatography-electrospray ionization mass spectrometry. Journal of Chromatography A 1107: 2- 8. Pan X., Zhang B., Tian K., Jones J.E., Liu J., Anderson T.A., Wang J.S., Cobb G.P. (2006) Liquid chromatography-electrospray ionization-tandem mass spectrometry analysis of octahydro-1,3,5,7- tetranitro-1,3,5,7-tetrazocine (HMX). Rapid Communications in Mass Spectrometry 20 (14): 2222- 2226. Pan X., Zhang B., San Francisco, M., and Cobb G.P. (2007). Characterizing viral microRNAs and its application on identifying new microRNAs in viruses. Journal of Cellular Physiology 211(1): 10- 18. Pan X., San Francisco M., Lee C., Ochoa K.M., Xu X., Liu J. Zhang B., Cox S.B., and Cobb G.P. (2007) Examination of the mutagenicity of RDX and its N-nitroso metabolites using the Salmonella reverse mutation assay. Mutation Research 629(1): 64-69. Zhang B, Pan X. (2009) RDX induces aberrant expression of microRNAs in mouse brain and liver. Environmental Health Perspectives 117 (2): 231-240. Zhang B., Stellwag E., Pan X. (2009) Large-scale genome analysis reveals unique features of microRNAs. Gene. 443 (1-2): 100-109. Pan X, Redding JE, Wiley PA, Wen L, McConnell JS, and Zhang B. (2010) Mutagenicity evaluation of metal oxide nanoparticles by the bacterial reverse mutation assay. Chemospere 79: 113-116. Pan X,Murashov AK, Stellwag EJ, Zhang B. (2010) Monitoring microRNA expression during embryonic stem-cell differentiation using quantitative real-time PCR (qRT-PCR). Methods in Molecular Biology 650: 213-224 Shah, M, Pan X, Fix L, Farwell M, Zhang B. 5-Fluorouracil Drug Alters the MicroRNA Expression Profiles in MCF-7 Breast Cancer Cells. Journal of Cellular Physiology (In press).

RESEARCH/CREATIVE ACTIVITY SUPPORT

194 Ralph E. Powe Junior Faculty Enhancement Award, “Identification of microRNA-206 targets following RDX exposure in B6C3F1”, PI ($ 5,000 in total). 2010-2011. National Science Foundation (NSF), RAPID: Influence of Environmental Crude Oil Exposure on Genetic Mechanisms of Fish Development, co-PI (with Ed Stellwag, PI; Baohong Zhang, co-PI; Anthony Overton, co-PI .) $ 199,477, 2010-2011.

COURSES TAUGHT

BIOL 5800 Principles of Biochemistry

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise two M.S. students (Michael Smith and Michael Armstrong) and one Ph.D. student (Yanqiong Zhang, IDPBS) in biochemical toxicology research.

NAME: Enrique Reyes TITLE: Associate Professor UNIT: Department of Biology Howell S-211 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.5778 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. Universidad Autonoma Metropolitan Biology (Hydrobiology) 1983 M.S. Universidad Nacional Autonoma de Mexico, Marine Sciences (Biological Oceanography) 1988 Ph. D. Louisiana State University, Marine Sciences (Environmental Studies) 1992

POSITIONS and EMPLOYMENT

Assistant Professor Research, Coastal Ecology Institute, Louisiana State University. 1995-2002 Assistant Professor, Joint appointment: Department of Geology and Geophysics, College of Sciences and College of Urban and Public Affairs. University of New Orleans 2002 - 2005 Associate Professor, Joint appointment: Department of Biology and Coastal Resource Management Program 2005 - Present.

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

Estuarine Research Federation International Association for Landscape Ecology

195 International Society for Ecological Modelling Sigma Xi Society of Wetlands Scientists

Other Experiences

Advisory Board, DELTANET INTERNATIONAL CONFERENCE. Impacts of Global Change on Deltas, Estuaries and Coastal Lagoons, Scientific Committee Member., Ebro Delta, Spain (International).

Journal Reviewer: Environmental Monitoring and Assessment, Ecological Modelling, Environmental Modeling and Software , Universidad y Ciencia. Universidad Juárez Autónoma de Tabasco., Villa Hermosa, Mexico, Forest Ecology and Management.

Grant Proposal Reviewer National Science Foundation Louis Stokes Alliances for Minority Participation (LSAMP) (National). Maryland Sea Grant US DOE National Institute for Climatic Change Research NOAA's Center for Sponsored Coastal Ocean Research/Coastal Ocean Program Ohio Agricultural Research and Development Center's SEEDS: Research Enhancement Competition

PEER REVIEW PUBLICATIONS

Sutula, M., Perez, B., Reyes, E., Day, J. W., & Childers, D. (2003). Spatio-temporal variability in material exchange between the Southeastern Everglades Wetlands and Florida Bay. Coastal Management, 57 (5-6), 757-781. Lane, R. R., Day, J. W. , Justic, D., Reyes, E., Marx, B., J.N. Day, E. Hyfield, (2004). Changes in stoichiometric Si, N and P ratios of Mississippi River water diverted through coastal wetlands to the Gulf of Mexico. Estuarine, Coastal and Shelf Science, 60, 1-10. Reyes, E., Martin, J. F. , Day, J. W. , Kemp, G. P. , & Mashriqui, H. (2004). River Forcing at Work: Watershed modeling of prograding and regressive deltas. Wetlands, 12 (2), 103-114. Davis, S. E., Cable, J. E. , Childers, D. L. , Coronado-Molina, C., Day, J. W. , C.D. Hittle, C.J. Madden, E. Reyes, D. Rudnick, and F. Sklar, (2004). Importance of Storm Events in Controlling Ecosystem Structure and Function in a Florida Gulf Coast Estuary. Journal of Coastal Research, 20 (4), 1198- 1208. Coronado-Molina, C., Day, J. W. , Reyes, E., & Perez, B. C. (2004). Standing crop and aboveground biomass partition of a dwarf mangrove forest in Taylor River Slough, Florida. Wetlands, 12, 157- 164. Day, J. W., Ko, J., Rybczyk, J., Sabins, D., Bean, R., G. Berthelot, C. Brantley, L. Cardoch, W. Conner, J.N. Day, A.J. Englande, S. Feagley, E. Hyfield, R. Lane, J. Lindsey, J. Mistich, E. Reyes, R. Twilley, (2004). The use of wetlands in the Mississippi Delta for wastewater assimilation: A review. Ocean & Coastal Management, 47, 671-691. Coronado-Molina, C., Day, J. W. , Reyes, E., & Perez, B. C. (2004). Standing crop and aboveground biomass partition of a dwarf mangrove forest in Taylor River Slough, Florida. Wetlands, 12, 157- 164

196 Reyes, E., Day, J. W. , Lara-Dominguez, A. L. , Sanchez-Gil, P., Zarate-Lomeli, D., A. Yanez-Arancibia, (2005). Assessing coastal management plans using watershed spatial models for the Mississippi delta, USA, and the Usumacinta-Grijalva delta, Mexico. Ocean & Coastal Management, 47, 693-708. Reyes, E., Georgiou, I., Reed, D., & McCorquodale, A. (2005). Using models to evaluate the effects of barrier islands on estuarine hydrodynamics and habitats: A numerical experiment. . Journal of Coastal Research, 44, 276-285. Lane, R. R., Day, J. W. , Marx, B. D. , Reyes, E., Hyfield, E., Day, JN., (2007). The effects of riverine discharge on temperature, salinity, suspended sediment and chlorophyll a in a Mississippi delta estuary measured using a flow-through system. Estuarine Coastal and Shelf Science, 74, 145-154.

Poulter, B., Feldman, R. L. , Brinson, M., Horton, B., Orbach, M., S. Pearsall, E. Reyes, S. Riggs, J. Whitehead, (2009). Managing coastal systems for sea level rise: Coastal policy and research progress in North Carolina, USA. Ocean and Coastal Management, 52, 147-153. Mcleod, E., Poulter, B., Hinkel, J., Reyes, E., & Salm, R. (2010). Sea-level rise impact models and environmental conservation: A review of models and their applications. Ocean and Coastal Management. 53: 507-517.

Book Chapters

Non-Refereed Lara-Domínguez, A. L., Reyes, E., Ortíz-Pérez, M. A. , Méndez-Linares, P., Sánchez-Gil, P., Zárate Lomelí D, Day JW, Yáñez-Arancibia A, (2008). "Chapter 11: Ecosystem-based Management of the Centla Wetlands Biosphere Reserve Based on Environmental Units: A Critical Review for Protecting its Future", In Press, In A. Yáñez-Arancibia and J.W. Day (Ed.) The Gulf of Mexico: Ecosystem-based Management. Texas A & M University Press . Day, J. W., Mitsch, W. J. , Templet, P. H. , Reyes, E., & Twilley, R. R. (2008). "Chapter 4: Ecosystem- based management of the Mississippi basin and delta", In Press, In A. Yáñez-Arancibia and J.W. Day (Ed.) The Gulf of Mexico: Ecosystem-based Management. Texas A & M University Press .

Refereed

Reyes, E. (2009). "Wetland Landscape Spatial Models", In Wolanski E, Cahoon D, Perillo GME, Brinson M (Ed.) Coastal Wetlands: an Ecosystem Integrated Approach, (pp. 885). Amsterdam: Elsevier. Day, J. W., Sklar, F., Cable, J., Childers, D., Coronado-Molina, C., S. Davis, S. Kelly, C. Madden, B. Perez, E. Reyes, D. Rudnick, M. Sutula, (2008). "The salinity transition zone between the Southern Everglades and Florida Bay: System functioning and implications for management.", In Press, In Yanez-Arancibia A. and J.W. Day (Ed.) The Gulf of Mexico: Ecosystem-based Management.. Texas A & M University Press. Reyes, E., Martin, J. F. , White, M. L. , Day, J. W. , & Kemp, G. P. (2003). "Chap. 5. Habitat changes in the Mississippi Delta: future scenarios and alternatives.", In R. Costanza and A. Voinov (Ed.) Landscape Simulation Modeling: A spatially explicit, dynamic approach., (pp. 119-142). New York: Springer-Verlag.. Reyes, E., Martin, J. F. , Day, J. W. , Kemp, G. P. , & Mashriqui, H. (2003). "Chap. 7. Impact of Sea level Rise on Coastal Landscapes.", In Ning, Z.H., R. E. Turner, T. Doyle, and K. Abdollahi (Ed.)

197 Integrated Assessment of the Climate Change Impacts on the Gulf Coast Region -Foundation Document.. GCRCC and LSU Press.

IC:Proceedings-Refereed

Day, J., Ko, J., Cable, J., Fry, B., Hyfield, E., D. Justic, P. Kemp, R. Lane, H. Mashriqui, E. Reyes, S. Rick, G. Sneedden, E. Swenson, P. Templet, R. Twilley, K. Wheelock, B. Wissel, (2003). Pulses: The importance of pulsed physical events for watershed sustainability in coastal Louisiana. Proceedings of the First Interagency Conference on Research in the Watersheds, USDA Agricultural Research Service, 693-699. Reyes, E., Lane, R., & Day, J. W. (2003). Watershed Analysis of Pulsing Freshwater Events using landscape Modeling in Coastal Louisiana. Proceedings of the First Interagency Conference on Research in the Watersheds, USDA Agricultural Research Service, 702-708. Reyes, E., Martin, J. F. , White, M. L. , Day, J. W. , & Kemp, G. P. (1999). Landscape Modeling in Coastal Louisiana: regional mechanisms of land loss. A Symposium Recent Research in Coastal Louisiana, 202-217.

RESEARCH AND CREATIVE ACTIVITY SUPPORT Research

2006 - Kruse, J., Marshburn, E., Novic, L., & Bartolotti, L., RENCI. ECU Regional Engagement Center for Coastal Systems Informatics and Modeling (C-SIM) ($1,600,000), AWARDED, Renaissance Computing Institute-UNCS. 2008 - Simenstad, C. A., Toft, J., Williams, P., Crooks, S., Luo, W., Nadav Nur, Mark Herzog, Diana Stralberg, Denise Reed, Mark Hester and Stephen Bollens,, BREACH III: Evaluating and Predicting Restoration Thresholds in Evolving Freshwater-Tidal Marshes ( $122,000), AWARDED GOV-US Fish & Wildlife Service. 2008 - Rybczyk, J., Coastal Landscape for Padilla Bay Watershed ( $52,647), Coastal Landscape for Padilla Bay Watershed. John Rybczyk. 06/01/06 05/30/09. EPA STAR Grants/Western Washington University. $52,647. AWARDED., GOV-Environmental Protection Agency (EPA). 2008 - Brinson, M., Christian, R., & Reyes, E., Virginia Coast Reserve LTER V ( $305,000), Virginia Coast Reserve LTER V Mark Brinson, Robert Christian. 10/01/06 09/30/12. $ 305,000. AWARDED, GOV-National Science Foundation (NSF). 2009 - Allen, T., Walsh, J.P., & Reyes, E., ECU-RENCI Renewal Proposal 2009-2012. Regional Engagement Center for Coastal Systems Informatics and Modeling (C-SIM). ($1,179,537), AWARDED Renaissance Computing Institute-UNCS.

In Review Research: 2010 - Reyes, E. & Miller, R., Forecasting long-term ecological response of in the North Carolina coastal plain to climate change trends, GOV-National Aeronautics and Space Administration (NASA). 2010 - Reyes, E., (5) Wetland Biophysical Spatial Modeling for the Alligator River National Wildlife Refuge, NC, U.S. Geological Service.

Teaching:

198 2010 - Schleigh, S., Manda, A., Mitra, S., & Reyes, E., The Role of PBL in Improving Climate Literacy and Science Education in the Elementary Schools, GOV-National Science Foundation (NSF).

COURSES TAUGHT

BIOL 4320 Ecological Responses to Climate Change. CRM 6300 Ecosystems of Coastal Cities BIOL 6504 Research Problems in Biology BIOL 6992 Internship in Applied Biology BIOL 7300 . Landscape Ecology.

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervising one Ph.D student (Michelle Covi, CRM), and two MS Students (Garrett Ziegler, Traci Davis) role of communicating science to decision makers for coastal policy, and energy-efficient alternatives for Eco-tourism.

Students Mentored

Year Last Name First Name Degree Graduated Title of Thesis / Dissertation Development of High Performance Computation Algorithms and Techniques for Betancourt Christopher MS 2009 Spatial Modeling. M.S. Computer Science, ECU.

199 NAME: David Rudel TITLE: Assistant Professor Howell N407A East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.4257 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. University of Missouri-Columbia, Biological Sciences (Honors) 1993 PhD, University of Wisconsin-Madison Biochemistry 2001

POSITIONS and EMPLOYMENT

Tutor, Learning Center, University of Missouri-Columbia. 1989-1993 Grader, Division of Biological Sciences, University of Missouri-Columbia. 1992-1993 Student Research Assistant, Division of Biological Sciences, University of Missouri-Columbia. 1991-1993 Teaching Assistant, Department of Biochemistry, University of Wisconsin- Madison. 1995 Research Assistant, laboratory of Dr. Judith Kimble, University of Wisconsin-Madison. 1994-2001 Postdoctoral Fellow, laboratory of Dr. Judith Kimble, HHMI & University of Wisconsin-Madison 2001 Postdoctoral Fellow, laboratory of Dr. Ralf Sommer, Max-Planck Institute for Developmental Biology 2001-2009 Assistant Professor of Biology, East Carolina University, 2009-Present

HONORS/AWARDS

Wisconsin Alumni Research Foundation Fellowship National Science Foundation Graduate Research Fellowship Honorable Mention NIH Molecular Biosciences Training Grant Trainee Max Planck Postdoctoral Fellowship Ruth L. Kirschstein National Research Service Award (NIH Postdoctoral Fellowship)

PEER REVIEW PUBLICATIONS

Crittenden, S. L., Rudel, D., Binder, J., Evans, T. C., and Kimble J. (1997). Genes required for GLP-1 asymmetry in the early Caenorhabditis elegans embryo. Developmental Biology 181, 36- 46. Rudel, D., and Kimble J. (2001). Conservation of glp-1 function and regulation in nematodes. Genetics 157, 639- 654 Rudel, D., and Kimble J. (2002). Evolution of discrete Notch-like receptors from a distant gene duplication in Caenorhabditis. Evolution and Development 4, 319-333. Rudel, D. and Sommer R. J. (2003). The evolution of developmental mechanisms. Developmental Biology, Developmental Biology 264, 15-37. Rudel, D.*, Riebesell, M. and Sommer R. J. (2005). Gonadogenesis in Pristionchus pacificus and organ evolution: development, adult morphology and cell-cell interactions in the hermaphrodite gonad. Developmental Biology 277, 200-221. Rudel D.* and Eckmann C.R. (2008). The nematode gonad: a crucible for stem cells, patterning, organogenesis, and sexual dimorphism. BioEssays, in preparation.

200 Rudel, D.*, Tian, H., and Sommer R.J. (2008). The evolution of a morphological novelty: An essential role for Wnt signaling in P. pacificus gonadal arm extension. Proc Natl Acad Sci U S A, 105, 10826-10831.

COURSES TAUGHT

BIOL 1100 Principles of Biology I BIOL 2101 Basic Laboratory Methods for Biotechnology BIOL 3550 Honors BIOL 4504, 4514 Research Problems in Biology BIOL 4550 Honors BIOL 6504 Research Problems in Biology BIOL 6514 Research Problems in Biology BIOL 6220 Evolution: Topics for Advanced Students

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervising 3 MS students (Chandler Douglas, Brett Williams, and Ian Huffnagle) in control of ovarian morphogenesis in the nematode Caenorhabditis elegans, and evolutionary loss / reduction of digits in salamanders.

NAME: Jean-Luc Scemama TITLE: Associate Professor UNIT: Department of Biology Howell N-308 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252-328-1838 FAX NUMBER: 252-328-4178

E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. Universite Paul Sabatier, Toulouse, France, Cell Biology, 1980 Ph.D. Universite Paul Sabatier, Toulouse, France, Molecular Pharmacology, Biotechnology, 1984 Accreditation to Direct Research, Universite Paul Sabatier, Toulouse, France, 1991

POSITIONS and EMPLOYMENT

Post Doctoral Studies, INSERM Unit 151, CHU Rangueil, Toulouse, France. 1984-1987 Chargé de Recherche, Institut National de la Santé et de la Recherche Médicale (INSERM), CHU Rangueil, Toulouse, France 1987-1991 Research associate, Department of Physiology, East Carolina University, School of Medicine, Greenville NC 27858 1991-1994

201 Visiting Assistant Professor, Department of Biology, East Carolina University, Greenville NC 27858 1994-2002 Assistant Professor, Deparrtment of Biology, East Carolina University, Greenville NC 27858 2002- 2008 Associate Professor, Department of Biology, East Carolina University, Greenville NC 27858 2008- present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

North Carolina Academy of Science Sigma Xi Society for Developmental Biology

HONORS/AWARDS

Chair of the Publication Committee, North Carolina Academy of Science, 2002-2008 President Sigma Xi ECU Chapter, 2008-2010 President north Carolina Acdemy of Science, 2009-2010

PEER REVIEW PUBLICATIONS

Capehart A.A., Scemama J.L., Singhas C.A., Cox S. (2002) Heterogeneity of Chondroitin Sulfate Glycosaminoglycan Localization During Early Development of the Striped Bass, Morone saxatilis. Anat Rec., 268(1):47-58 Scemama J.L., Hunter M., McCallum J., Prince V.E., and Stellwag E. (2002) Evolutionary Divergence of Hoxb2 Expression Pattern and Transcriptional Regulatory Loci. J. of Exp. Zool., (Mol. Dev. Evol.), 294(3):285-99 Chiu C.H., Dewar K., Wagner G.P., Takahashi K., Ruddle F., Ledje C., Bartsch P., Scemama J.L., Stellwag E., Fried C., Prohaska S.J., Stadler P.F., Amemiya C.T. (2004) Bichir HoxA cluster sequence reveals surprising trends in Ray-finned fish genomic evolution. Genome Research 14:11- 17. Zhu Y., Stiller J.W., Shaner M.P., Baldini A., Scemama J.L., Capehart A.A. (2004) Phylogenetic analysis of two distinct somatolactin subtypes in fish. J. Endocrinol., 182 (3): 509-518. Scemama J.L., Vernon J., Stellwag E., (2006) Differential expression of hoxa2a and hoxa2b genes during striped bass embryonic development. Gene Expression Patterns, 6: 843-848. Le Pabic P., Brothers, S.N., Stellwag E.J., and Scemama J.L. (2007) Comparative analysis of Hox paralog group 2 gene expression during Nile tilapa (Oreochromis niloticus) embryonic development. Development, Genes and Evolution, 217: 749-758. Hurley I., A., Scemama J.L., and Prince V.E. (2007) Consequences of Hoxb1 duplication in teleost fish. Evolution and Development, 9:6, 540-554. Davis, A., Scemama, J.L., & Stellwag, E. J. (2008). Japanese medaka Hox paralog group 2: insights into the evolution of Hox PG2 gene composition and expression in the Osteichthyes. Journal of Experimental Zoology (MOL DEV EVOL), 310 (8), 623-641.

202 Holt, S. M., Scemama, J.L., Panayiotidis, M. I. , & Georgakilas, A. G. (2009). Compromised repair of clustered DNA damage in the human acute lymphoblastic leukemia MSH2-deficient NALM-6 cells. Mutation Research, 674 (1-2), 123-130. Le Pabic, P., Stellwag, E., & Scemama, J. (2009). Embryonic development and skeletogenesis of the pharyngeal jaw apparatus in the cichlid Nile tilapia (Oreochromis niloticus). The Anatomical Record, 292 (11), 1780-1800. Le Pabic, P., Scemama, J.L., & Stellwag, E. (2010). Role of Hox PG2 genes in Nile tilapia pharyngeal arch specification: implications for gnathostome pharyngeal arch evolution. Evolution and Development, 12 (1), 45-60.

RESEARCH AND CREATIVE ACTIVITY SUPPORT

2002-2003. East Carolina University, Research/Creative Activity Grant, Jean-Luc Scemama, $19,811.30, “Striped bass Hox genes as a tool to study the fate of duplicate genes”. 2005-2006. East Carolina University, Research/Creative Activity Grant, Jean-Luc Scemama, $21,707.63, “Regulation and function of Hoxa2a, a2b and b2a genes during the development of the Cichlid tilapia (Oreochromis niloticus)” 2006-2007. North Carolina Sea Grants, Mini-Grant Program, Jean-Luc Scemama, $10,000.00, “Characterization of paralog group 2 Hox genes in the Nile tilapia” 2007-2008. Research and Development, East Carolina University, co-Pi Ed Stellwag, $35,000.00, “Effect of cis-regulatory element evolution on Hox paralog group 2 gene function” 2009 -2010. North Carolina Biotechnology Center, Jean-Luc Scemama, $20,854, Expansion of an existing Cell culture facility for the ECU Biotechnology program.

COURSES TAUGHT

BIOL 3310. 11. Cell Physiology. BIOL 4504. 4514. Research Problems in Biology BIOL 4230. Concepts in Cell Biology BIOL 7130. Current Literature n Developmental Biology BIOL 7480, 81. Cell Biology

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise 3 MS students (Justin Castellow, Sarah Thalhamer, and Lucy Conaty). They are working with colon cancer cell lines and are analyzing the genes involved in the proliferation and differentiation of these cells. Justin and Lucy are studying Hox genes, which encode transcription factors. Sarah is studying a protein called synaptopodin 2, which has been described to promote actin polymerization.

203 Students Mentored

Year First Graduated Last Name Name Degree (2003-10) Title of Thesis / Dissertation Sharek Posterioization of Hoxaa cluster gene 2003 (Buss) Lisa MS expression in Morone saxatilis Comparative Genomic Analysis of the Morone saxatilis (Stripped bass) Hoxb4a 2003 gene:Conservation and Divergenceof the Smith Robert MS Hoxb4 orthologs Characterization and Expressionoh of 2004 Smith Matthew MS Hoxb1b in Morone saxatilis Characterization of two Duplicate hoxa2 Genes in Morone saxatilis. Identification 2005 of Cis-Regulatory Elements by Vernon Jamie L. MS Comparative DNA Sequence Analysis Hox Gene Expression During Oreochromis niloticus Pharyngeal Arch 2010 Development: Discovering the Hox Code Lyon Raymond MS [electronic resource]

Characterization Of Migrating Neural 2010 Crest Cells From Hindbrain Explants In Murolo Daniel MS Zebrafish [electronic resource] The evolution of Hox paralog group 2 2009 developmental gene function in the Le Pabic Pierre PhD Osteichthyes

204 NAME: Matt Schrenk TITLE: Assistant Professor UNIT: Department of Biology Howell S-301b East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.5276 FAX NUMBER: 252.328.4718 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.Sc. University of Wisconsin- Madison, Madison, Wisconsin, Geology & Geophysics, South Asian Studies, 1998 M.Sc. University of Washington, Seattle, Washington, Oceanography, 2001 Other University of Washington, Seattle, Washington, Certificate in Astrobiology, 2005 Ph.D. University of Washington, Seattle, Washington, Oceanography, 2005

POSITIONS and EMPLOYMENT

Undergraduate Research Assistant, University of Wisconsin-Madison, Department of Geology and Geophysics, 1996-1998 Consultant, American Museum of Natural History, New York, NY, 2000 Teaching Assistant, Oceanography 443-444, University of Washington, 2003 Research Assistant, University of Washington, School of Oceanography, 1998-2005 Postdoctoral Fellow, NASA Astrobiology Institute, 2005-2007 Postdoctoral Associate/FQXi fellow, Carnegie Institution of Washington, 2007-2008 Assistant Professor of Microbiology; Adjunct Professor of Geological Sciences, East Carolina University, 2008- present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

American Geophysical Union American Society for Microbiology NSF Ridge 2000 Program Sigma Xi

Professional Development 2006: Pale Blue Dot III Workshop. Conference participant. Chicago, Illinois. 2008: North Carolina Biotechnology Center. Participant in a workshop related to evaluating the MBA + one program at ECU, allowing coordination between the business and scientific aspects of local biotechnology. Greenville, North Carolina. 2008: Dark Energy Biosphere Institute Workshop. Participated in discussions and formulation of a white paper on research related to the deep subsurface biosphere and facilitating long term biogeochemical research in the deep subsurface. Catalina

205 Island, California. 2008: Deep Carbon Cycle Workshop. Participated in discussions of biological aspects of the deep subsurface biosphere and the deep carbon cycle and assisted in the formulation of a white paper on the subject to facilitate future funding initiatives. Washington, District of Columbia. 2009: Participant. NASA Astrobiology Institute Strategic Initiative Workshop Tempe, AZ (May 2009) 2010: Member. ECU Dept. of Biology Wetlands Ecologist Search Committee. 2010: Chair. ECU Microbiology Research Tech SPA Search Committee 2010: Participant. Deep Life Workshop. Deep Carbon Observatory. Catalina Island, CA (March 2010) 2010- present: Steering Committee Member. NSF Center for Dark Energy Biosphere Investigations (at the University of Southern California) 2010-present: Coordinating Committee Member. ECU NC Space Grant 2010: Distinguished Lecturer. NSF RIDGE 2000 Program 2011: Co-organizer. Workshop on Microbial Exploration of the Marine Deep Sediment Biosphere. Chapel Hill, NC. March 2011.

HONORS/AWARDS

2005-2007: NRC Research Associateship Award, NASA Astrobiology Institute

PEER REVIEW PUBLICATIONS Articles in Journals

Schrenk, M. O., Bolton, S. A. , Kelley, D. S. , & Baross, J. A. (2004). Low archaeal diversity linked to subseafloor geochemical processes at the Lost City Field, Mid Atlantic Ridge. Environmental Microbiology, 6 (10), 1086-1095. Kelley, D. S., Karson, J., Früh-Green, G., Yoerger, D., Shank, T., D. Butterfield, J. Hayes, M.O. Schrenk, E. Olson, G. Proskurowski, M. Jakuba, A. Bradley, B. Larson, K. Ludwig, D. Glickson, K. Buckman, A.S. Bradley, W. Brazelton, K. Roe, M. Elend, A.Delacour, S. Bernasconi, M. Lilley, J. Baross, R. Summons, S. Sylva., (2005). A Serpentinite-hosted ecosystem: The Lost City Hydrothermal Field. Science, 307, 1428-1434. Seager, S., Bains, W., & Schrenk, M. (in press, 2010). An Astrophysical View of Earth Metabolism. Journal is not in list - being petitioned. Jiao, Y., Cody, G. D. , Harding, A. K. , Wilmes, P., Schrenk, M., K.E. Wheeler, J.F. Banfield, M.P. Thelen, (2010). Characterization of Extracellular Polymeric Substances from Acidophilic Microbial Biofilms. Applied and Environmental Microbiology, 76, 2916-2922. Schrenk, M. O., Huber, J. A. , & Edwards, K. J. (2010). Microbial Provinces in the Subseafloor. Annual Review of Marine Science, 2, 279-304. Brazelton, W. J., Schrenk, M. O. , Kelley, D. S. , & Baross, J. A. (2006). Methane and sulfur metabolizing microbial communities dominate in the Lost City Hydrothermal Field ecosystem. Applied and Environmental Microbiology, 72 (9), 6257-6270.

Chapters in Books

206 Baross, J. A., Huber, J. A. , & Schrenk, M. O. (2006). "Limits of Carbon Life on Earth and Elsewhere", In J.A. Baross and W.T. Sullivan (Ed.) Planets and Life: The Emerging Science of Astrobiology. Cambridge, UK: Cambridge University Press. Schrenk, M. O., Holden, J. F. , & Baross, J. A. (2008). "Magma-to-Microbe Networks in Seafloor Sulfide Deposits", In Robert P. Lowell, Jeffrey S. Seewald, Anna Metaxas, Michael R. Perfit (Ed.) Magma to Microbe: Modeling Hydrothermal Processes at Ocean Spreading Centers, (pp. 233-258). Washington, DC: American Geophysical Union.

RESEARCH AND CREATIVE ACTIVITY SUPPORT Research

2006 - Schrenk, M. & Meyer-Dombard, D., NAI Conference Workshop Fund . Funding to support invited speaker and student involvement in a session we organized at the Fall American Geophysical Union Meeting, GOV-National Aeronautics and Space Administration (NASA). $5,000 2008 - Schrenk, M., Quantifying Pressure Effects upon Anaerobic PetroleumBiodegradation $PRI-American Chemical Society. 30,000 of a total grant amount of $50,000 2009 - Schrenk, M., Quantifying Pressure Effects upon Anaerobic Petroleum Biodegradation, PRI-American Chemical Society. $20,000 2010 - Schrenk, M. O., Design of Borehole Incubation Chambers to Observe and Experimentally Study the Serpentinite-hosted Subsurface Biosphere, PRI-Alfred P. Sloan Foundation. $8,000 NASA Astrobiology Institute. Astrobiological Pathways: From the Interstellar Medium, through Planetary Systems, to the Emergence and Detection of Life Co-investigator with 19 others, G. Cody, PI. Total amount approximately $7,000,000; award to ECU $352,994. 2009-2014

In Review 2010 - Schrenk, M., Meyer-Dombard, D., & Amend, J., Collaborative Research: Chemotrophic Primary Production in Shallow-Sea Hydrothermal Sediments, GOV-National Science Foundation (NSF). 2010 - Cody, G., Fogel, M., Boss, A., Hazen, R., Hemley, R., Matt Schrenk, Erik Hauri, John Baross,, Astrobiological Pathways: From the Interstellar Medium, through Planetary Systems, to the Emergence and Detection of Life, GOV- National Aeronautics and Space Administration (NASA). 2010 - Mitra, S., Schrenk, M., Spruill, R., & Vasudevan, D., The Fate of Pharmaceuticals and Personal Care Products in North Carolina's First Aquifer Storage and Recovery Site, NC Water Resources Research Institute. 2010 - Fruh-Green, G. & Schrenk, M., Serpentinization and Life: Biogeochemical and Tectono-magmatic Processes in Young Mafic and Ultramafic Seafloor, Integrated Ocean Drilling Program. 2010 - Teske, A., Schrenk, M.O., & Biddle, J., Workshop on Microbial Exploration of the Marine Deep Sediment Biosphere, Consortium for Ocean Leadership. 2010 - Schrenk, M., Daniel, S., & Watkins-Kenney, S., Save our Old Wet Wood! Assessing Bio-deterioration During the Storage and Preservation of Waterlogged Nautical Artifacts, ECU Coastal Maritime Council.

207

COURSES TAUGHT

BIOL 3220 Microbiology BIOL 4800 Topics in Biology-- Astrobiology: The Planetary Context of Life. BIOL 3350 Honors: The Dark Energy Biosphere BIOL 3350 Honors: Virology: From a microbial perspective BIOL 6504, 6514 Research Problems in Biology BIOL 6992 Internship in Applied Biology BIOL 7000 Thesis BIOL 7895 Current Literature in Cell Biology

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise one PhD. Student (Brigette Nelson) and one M.S. student (Hether Blumenfeld) in environmental microbiology research.

Students Mentored

First Year Last Name Name Degree Graduated Title of Thesis / Dissertation Microbial Diversity and Biogeography in 2010 Woodruff Quinn MS a Serpentinite-Hosted Ecosystem

NAME: Edmund J. Stellwag TITLE: Associate Professor UNIT: Department of Biology Howell S-215 East Carolina University Greenville, NC 27858-4353 TELEPHONE NUMBER: 252.328.6302 FAX NUMBER: 252.328.4178 E-MAIL: [email protected]

EDUCATION/TRAINING B.A. University of Virginia ,Biology 1974 Ph.D. Medical College of Virginia/Virginia Commonwealth University, Microbiology and Immunology, 1978 University of Wisconsin, NSF Postdoctoral Fellow, Molecular Biology1978-1980. University of Minnesota, NIH Postdoctoral Fellow, Molecular Biology. 1980-1983 Senior Research Scientist, Biological Chemistry and Protein Engineering Division, Genex Corporation, Gaithersburg, Maryland. 1983-1985

208 POSITIONS and EMPLOYMENT

Research Assistant Professor, Department of Microbiology and Immunology, Brody School of Medicine, East Carolina University, Greenville, North Carolina. 1986 Assistant Professor of Microbiology and Immunology, Brody School of Medicine, East Carolina University, Greenville, North Carolina.1986-1989

Assistant Professor of Biology, Department of Biology, East Carolina University, Adjunct Assistant Professor of Microbiology and Immunology, Department of Microbiology and Immunology, Brody School of Medicine, East Carolina University, Greenville, North Carolina. 1989*1995

Associate Professor, Director of Biotechnology Education Program, Department of Biology, East Carolina University 1995-present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

American Society for Microbiology. Sigma Xi (Scientific Honor Society). Society for Integrative and Comparative Biology.

HONORS/AWARDS

John C. Forbes Award, Best Doctoral Dissertation, Medical College of Virginia/Virginia Commonwealth University, 1978. UNC Board of Governor’s Distinguished Professor for Teaching Award, 1995.

PEER-REVIEW PUBLICATIONS Articles in Journals

Chiu, C.H., Dewar, K., Wagner, G.P., Takahashi, K., Ruddle, F. Ledge, C., Bartsch, P., Scemama, J.L., Stellwag, E.J., Fried, C. 2004. Bichir HoxA cluster sequence reveals surprising trends in ray- finned fish genomic evolution. Genome Res. 14:11-17, Stellwag, E.J. Are Genome Evolution, Organism Complexity and Species Diversity Linked? Integr. Comp. Biol. 44, 358-365, 2004. Scemama, J.L., Vernon, J. and Stellwag, E.J. 2006. Differential Expression of hoxa2a and hoxa2b during striped bass embryonic development. Gene Expression Patterns, 6:843-848, Le Pabic P., Brothers, S.N., Stellwag E.J., and Scemama J.L. 2007.Comparative analysis of Hox paralog group 2 gene expression during Nile tilapia (Oreochromis niloticus) embryonic development. Development, Genes and Evolution, 217:749-58 Zhang, B., Pan., and Stellwag, E.J. 2008.Identification of soybean microRNAs and their targets. Planta. 229, 161-182

209 Nguyen, N., Stellwag, E. J. and Zhu, Y. 2008.Prolactin-dependent modulations of organogenesis in the vertebrate: recent discoveries in zebrafish. Comp BiochemPhysiol Toxicol Pharmacol., 148, 370- 380 Davis, A., Scemama J., and Stellwag, E.J. 2008. Japanese Medaka Hox Paralog Group 2: Insights into the Evolution of Hox PG2 Gene Composition and Expression in the Osteichthyes. J. Exp Zool, (Mol. Dev. Evol.), 310, 623-641 Le Pabic, P., Scemama, J.L. and Stellwag, E.J. 2009. Embryonic development and skeletogenesis of the pharyngeal jaw apparatus in the cichlid Nile tilapia, Oreochromis niloticus. Anatomical Record, 292, 1780-1800

Zhang,B., E.J. Stellwag, and X. Pan. 2009. Large-scale genome analysis reveals unique features of microRNAs. Gene, 443,100-109 Le Pabic P, JL Scemama, EJ Stellwag. 2010.Role of Hox PG2 Genes in Nile tilapia pharyngeal arch specification: Implications for gnathostome pharyngeal arch evolution. Evolution and Development, 12, 45-60, Davis A, Stellwag EJ. 2010. Spatio-temporal patterns of Hox paralog group 3-6 gene expression during Japanese medaka (Oryzias latipes) embryonic development. Gene Expr Patterns. 10, 244-50, Pan X, Murashov AK, Stellwag EJ, Zhang B. 2010. Monitoring microRNA expression during embryonic stem-cell differentiation using quantitative real-time PC (qRT-PCR). Methods Mol Biol. 650, 213-24.

RESEARCH/CREATIVE ACTIVITY SUPPORT

East Carolina University/PhytoMycoResearch Corporation Collaborative Program: Recombinant DNA cloning and screening bioactive compounds from endophytic and ‘nonculturable’ microbes for pharmaceutical use. North Carolina Biotechnology Center/Kenan Institute, $177,000. 2000-2003 Genetic Analysis of American shad. North Carolina Fish and Wildlife Service. $52,000. 2002-2004 Collaborative Genomics Research, Office of the President University of North Carolina and National Institutes of Health, $200,000. 2002-2005 Effect of Cis-regulatory Element Evolution on Hox Paralog Group 2 Gene Function, East Carolina University Research Development Grant, $35,000. 2007 Development of a biohybrid DNA separation device featuring fast and linear separation with single base pair resolution. Loren Limberis, PI,Ed Stellwag, coPI, Martin Bier, coPI, Xin-Hua Hu, coPI. East Carolina University Research Development Grant, $35,000. 2008 RAPID: Influence of Environmental Crude Oil Exposure on Genetic Mechanisms of Fish Development. National Science Foundation. Ed Stellwag, P.I., X. Pan, A. Overton, B. Zhang, co-P.I.’s, $199,477. 2010

COURSES TAUGHT

BIOL 2300 Principles of Genetics, BIOL 4504, 4514 Research Problems in Biology BIOL 5900 Biotechniques and Biotechniques BIOL 5901 Biotechniques and Biotechniques Laboratory BIOL 5995 Internship

210 BIOL 5870 Molecular Biology of the Gene BIOL7870 Molecular Genetics BIOL 7210 Transgenic Methodology and Application, BIOL7212. Gene Targeting and Knockout Animals,

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise one Ph.D. student (Adam Davis) in evolutionary developmental biology of vertebrates. Mr. Davis is a student in the IDPBS Ph.D. program.

Students Mentored

First Year Last Name Name Degree Graduated Title of Thesis / Dissertation Bioinformatics-based Identification of 2004 Sethi Pooja M.S. Cis-regulatory DNA elements. Molecular Characterization of the Hox Bb 2006 Labutti Kurt M.S. Cluster of Morone saxatilis Transgenic Expression Vectors for 2008 Reubens Michael M.S. Teleosts The Evolution of Hox Paralog Group 2 2009 Le Pabic Pierre Ph.D. Gene Function in the Osteichthyes Striped Bass Fishery Management, 2010 Population Genetics and the Genetic Patrick Wesley Ph.D. Determination of Anadromy Nguyen Nhu PhD 2011 Prolactin Function in Zebrafish

211 NAME: John W. Stiller TITLE: Associate Professor UNIT: Department of Biology Howell S301A East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.2738 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. University of Washington, Seattle, WA, USA, Zoology, 1989 Ph.D. University of Washington, Seattle, WA, USA, Botany, 1995

POSITIONS and EMPLOYMENT

Instructor, Friday Harbor Laboratories. Summer graduate course in the biology of algae. 1997 - 1997 Post-Doctoral Associate, University of Washington. Departments of Botany/Genetics. 1995 -1998 Research Scientist, University of Washington Department of Genetics. 1998 - 2000. Assistant Professor, East Carolina University 2001 - 2007. Associate Professor, East Carolina University 2007 - present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships Phycological Society of America, AAAS

Editorial Board Journal of Phycology, 2004-2007 Explorations: NC Journal for Undergraduate Research, 2005-2008; The Open Evolution Journal, 2007-2010. European Science Federation, Peer-reviewer pool, 2006-2010,

Advisory Board Heterokont Tree of Life 2007-2010 Steering Committee/ co-director, Algal Genomics Research Coordinating Network (NSF), 2008-2010

HONORS/AWARDS

2004-2008: CAREER Investigator Award, National Science Foundation. 2008: Scholar-Teacher Award received from Harriot College and Academic Affairs, East Carolina University. 2009: College Research Award, Harriot College of Arts and Sciences. 2010: University of North Carolina Board of Governors' Distinguished Professor for Teaching Award. East Carolina University.

212 PEER REVIEW PUBLICATIONS Articles in Journals

Stiller, J.W. 2003. Weighing the evidence for a single origin of plastids. Journal of Phycology 39:1-3. Stiller, J.W., Reel, D.C. & Johnson, J.C. 2003. The case for a single plastid origin revisited: convergent evolution in organellar genome content. Journal of Phycology 39:95-105. Cook, M. S. & Stiller, J. W. 2004. Functional Unit of the RNA Polymerase II C-terminal Domain Lies Within Heptapeptide Pairs. Eukaryotic Cell, 3, 735-740. Zhu, Y., Stiller, J. W. , Shaner, M. P. , Baldini, A., Scemama, J., Capehart, A.A., 2004. Cloning of somatolactin alpha and beta cDNAs in zebrafish and phylogenetic analysis of two distinct somatolactin subtypes in fish. Journal of Endocrinology, 182, 509-518. Guo, Z. & Stiller, J. W. 2004. Comparative genomics of cyclin-dependent kinases suggest co-evolution of the RNAP II C-terminal domain and CTD-directed CDKs. BMC Genomics, 5, 69. Waaland, J. R., Stiller, J. W., & Cheney, D. 2004. Macroalgal candidates for genomics. Journal of Phycology, 40, 26-33. Stiller, J. 2004. Emerging Genomic and Proteomic Evidence on Relationships Among the Animal, Plant and Fungal Kingdoms. Genomics, Proteomics and Bioinformatics, 2, 70-76. Stiller, J. & McClanahan, A. 2005. Phyto-specific 16S rDNA PCR primers for recovering algal and plant sequences from mixed samples. Molecular Ecology Notes, 5, 1-3. Guo, Z. & Stiller, J. W. 2005. Comparative genomics and evolution of proteins associated with RNA polymerase II C-terminal domain. Molecular Biology and Evolution, 22, 2166-2178. Stiller, J. & Harrell, L. 2005. The largest subunit of RNA polymerase II from the Glaucocystophyta: functional constraint and short-branch exclusion in deep eukaryotic phylogeny. BMC Evolutionary Biology, 5, 71. Stiller, J. 2005. What's Living in Your World? Building research partnerships for inquiry-based learning. The Science Teacher, December, 20-25. Stiller, J. & Coggins, T. C. 2006. Teaching Molecular Biological Techniques in a Research Content. American Biology Teacher, 68 (1), 36-42. Mattos, C., Stiller, J. W. , Postava-Davignon, M., & Rosengaus, R. B. 2006. Estimation and identification of bacterial and fungal loads in the termite species Nasutitermes corniger using molecular methods. Explorations: the Journal of Undergraduate Research and Creative Activities for the State of North Carolina, 1, 107-121. Bodyl, A., Mackiewicz, P., & Stiller, J. W. 2007. The intracellular cyanobacteria of Paulinella chromatophora: endosymbionts or organelles? . Trends in Microbiology, 15, 295-296. Stiller, J. W. 2007. Plastid endosymbiosis, genome evolution, and the origin of plants. Trends in Plant Sciences, 12, 391-396. Betournay, S., Marsh, A. C. , Donello, N., & Stiller, J. W. 2007. Selective recovery of microalgae from diverse habitats using phyto-specific 16S rDNA primers. Journal of Phycology, 43, 609-613. Liu, P., Greenleaf, A. L. , & Stiller, J. W. 2008. The Essential Sequence Elements Required for RNAP II Carboxyl-terminal Domain Function in Yeast and Their Evolutionary Conservation. Molecular Biology and Evolution, 25, 719-727. Bodyl, A., Stiller, J. W. , & Mackiewicz, P. 2009. Chromalveolate plastids: direct descent or multiple endosymbioses? Trends in Ecology and Evolution, 24 (3), 119-121. Bodyl, A., Mackiewicz, P., & Stiller, J. W. 2009. Early steps in plastid evolution: current ideas and controversies. BioEssays, 31, 1219-1232.

213 Stiller, J. W., Huang, J., Ding, Q., Tian, J., & Goodwillie, C. 2009. Are algal genes in nonphotosynthetic protists evidence of historical plastid endosymbioses? BMC Genomics, 10, 484. Stiller, J. W. 2010. Combined gene expression and network analyses indicate a role for the RNA polymerase II C-terminal domain in mitotic segregation. PLoS One, 5 (6), e11386. Bodyl, A., Mackiewicz, P., & Stiller, J. W. 2010. Comparative genomic studies suggest that the cyanobacterial endosymbionts of the amoeba Paulinella chromatophora possess an import apparatus for nuclear-encoded proteins. Plant Biology, ePub, on-line early. Liu, P., Kenney, J., Stiller, J. W. , & Greenleaf, A. (010. Sequence organization, length conservation and evolution of yeast RNA polymerase II carboxyl-terminal domain. Molecular Biology and Evolution, 27 (11), 2628-2641.

Articles in Proceedings Stiller, J. 2004. Comparative Genomics of Cyclin-Dependent Kinases Suggest Co-evolution of the RNAP II C-terminal Domain and CTD-directed Kinases. IEEE Computational Systems Bioinformatics, 3, 510-511. Stiller, J. 2004. Functional Unit of the RNA Polymerase II C-terminal Domain Lies within Heptapeptide Pairs. Council on Undergraduate Research Quarterly, 25. Postava-Davignon, M.A., Fuller, C.A., Stiller, J.W., Waddle, E. and Rosengaus, R.B. 2009. Fungal pressures within and surrounding nests of the arboreal termite species Nasutitermes acajutlae. Integrative and Comparative Biology, 49:E138.

Chapters, Cases, Readings, Supplements Stiller, J. 2004. "Eukaryotic Phylogeny in the Age of Genomics: Evolutionary Implications of Functional Differences", In Hirt, RP and Horner, DS (Ed.) Organelles, Genomes and Eukaryote Phylogeny, (pp. 171-188). London: CRC Press. Stiller, J. W. 2008. Review: Unraveling the Algae: the Past, Present and Future of Algal Systematics. Brodie J & Lewis J (eds). The Systematist, 30, 15-19. Gantt, E., Berg, G. M. , Bhattacharya, D., Blouin, N. A. , Brodie, J., Mariana C. de Oliveira, C.X. Chan, Jonas Collen, Francis Cunningham Jefferson Gross, Arthur C. Grossman, Steven Karpowicz, Yukihiro Kitade, Anita Klein, Ira A. Levin, Senjie Lin, Shan Lu, Michael Lynch, John Merrill, Subash A. Minocha, Kristen Muller, Ch, 2010. "Porphyra: complex life histories in a harsh environment.", In Sechback, J and Chapman, D (Ed.) Red Algae in the Genomic Age, (pp. 495). New York, NY: Springer.

RESEARCH AND CREATIVE ACTIVITY SUPPORT Research

2002-2008 - Evolution and Constraint of the RNA Polymerase II C-terminal Domain. CAREER Investigator Award. (NSF). $668,978 2007 - Stiller, J. W., Molecular Characterization of microorganisms in washes of the termite species Nasutitermes corniger GOV-National Science Foundation (NSF). $20,060 2009 - Stiller, J. W., SGER-Comparative proteomics of the RNAP II CTD in red and green algae. GOV- National Science Foundation (NSF). $84,791 2010 - Ding, Q., Huang, J., & Stiller, J., A computational package for a priori hypothesis testing of phylogenomic data, ECU Research Development Award.

214 2010 - Stiller, J. W., Comparative Proteomics of RNAP II CTD; supplementary funding GOV-National Science Foundation (NSF). $18,154 2010 – (continuing) Brawley, S., Stiller, J., Gantt, E., & Grossman, A., The Porphyra genome: Promoting Resource Development and Integrative Research in Algal Genomics. Research Coordinating Network (RCN), National Science Foundation, Integrative Organismal Systems, GOV-National Science Foundation (NSF). $498,962 2010 - (continuing) Brawley, S., Stiller, J., Gantt, E., & Grossman, A., The Genome of Porphyra purpurea Community Sequencing Grant, Department of Energy, Joint Genomics Institute. $5,000,000 estimated

Teaching 2010 - Zhang, B. & Stiller, J., Strengthening the Global Competence of ECU Faculty and Students through a Collaborative Partnership with China in Plant Genomics and Biotechnology GOV- Department of Agriculture (USDA). $148,456

COURSES TAUGHT BIOL 1100, Principles of Biology I BIOL 3550, 4550. Honors HNRS 3103, 4103 Honors Independent study BIOL 4240, Genome Evolution BIOL 4504, 4514, Research Problems Biology BIOL 6504, 6514, Research Problems Biology BIOL 6994, Internship in Applied Biology BIOL 7000, Thesis BIOL 7240, Evolution of Genes and Genomes BIOL 8810, Methods & Techniques in Experimental Biology BIOL 5230/5231, Biology of Algae /Lab. BIOL 9000, Dissertation Research

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise one Ph.D. student (Chunlin Yang; IDPBS) in genomics and molecular evolution.

First Year Last Name Name Degree Graduated Title of Thesis / Dissertation Are Glaucocystophyta the protistan 2005 Harrell Leslie MS ancestor of green plants? Detection of endolithic conchocelis in 2006 substratum using species-specific PCR McClanahan Ana MS primers as probes Intron positions in RNA polymerase genes 2010 and their relationship to eukaryotic Robinson Matthew MS phylogenies Catching the Wagging Tail: Decoding the 2008 Carboxyl Terminal Domain of RNAP II Liu Pengda PhD (Rpb1) in Saccharomyces cerevisiae

215 NAME: Kyle Summers TITLE: Professor UNIT: Department of Biology Howell N314 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.6304 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.A. University of California at Santa Cruz, Santa Cruz, CA, USA, Biology, 1984 Ph.D. University of Michigan, Ann Arbor, MI, USA, Biology, 1990

POSITIONS and EMPLOYMENT

Postdoctoral Fellow, Smithsonian Tropical Research Institute, Republic of Panama, 1991-1992 NSF NATO Postdoctoral Fellow, Queen’s University, Ontario, 1992-1993 NSF NATO Postdoctoral Fellow, University of Cambridge, UK, 1993-1995 NSF Training Grant Fellow, University of California at Davis, 1995-1996 Assistant Professor of Biology, East Carolina University, 1996-2002 Associate Professor of Biology, East Carolina University, 2002-2008 Professor of Biology, East Carolina University, 2010- Present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

American Naturalists Society, Animal Behavior Society International Society of Behavioral Ecology Sigma Xi Society, Society for the Study of Evolution National Center for Science Education

Professional Development

2010: National Cancer Institute: Rethinking the Role of Infectious Disease in Cancer. Think-tank on the role of parasites in cancer. Arlington, Virginia

HONORS/AWARDS 2003: Invited Speaker: Symposium on Amazonian Biogeography, American Society of Ichthyology and Herpetology, Manaus, Brazil 2005: Invited Speaker: Symposium on Aposematism and Mimicry, European Society of Evolutionary Biology, Krakow, Poland

216 2006: College Research Award: Bioinformatics and the evolutionary ecology of cancer 2006: Visiting Professor: Behavioral Ecology Group Simon Fraser University. 2006: Visiting Research Scientist: Center for Interdisciplinary Research in the Mathematical and Computer Sciences Simon Fraser University. 2008: Invited Speaker: Amazon Cancer Project International Conference, Palermo, Italy. 2010: ECU Five-year Research Achievement Award East Carolina University.

PEER-REVIEW PUBLICATIONS

Summers, K. et al. (2003). Parasitic exploitation as an engine of diversity. Biological Reviews 78:639-675. Summers, K., Cronin, T.W. and Kennedy, T. (2003). Color and pattern diversity in Dendrobates pumilio in the Bocas del Toro Archipelago, Panama. Journal of Biogeography 30:35-53. Symula, R., Schulte, R. and Summers, K. (2003). Molecular systematics and phylogeography of the Amazonian poison frogs (genus Dendrobates). Molecular Phylogenetics and Evolution 26:452-475. Summers, K. (2003). Convergent evolution of bright coloration and toxicity in frogs. Proceedings of the National Academy of Sciences, USA 100:12533-12534. Summers, K. (2004). Cadherins in maternal-fetal interactions: red queen with a green beard? . Proceedings of the Royal Society of London, Series B, 272, 643-649. Summers, K. (2004). The evolutionary ecology of despotism. Evolution and Human Behavior, 26, 106-135. Summers, K. (2004). Interspecific and intraspecific views of color signals in the strawberry poison frog, Dendrobates pumilio. Journal of Experimental Biology, 207, 2471-2485. Brown, J. L., Rainer, S., & Kyle, S. (2005). A new species of Dendrobates (Anura : Dendrobatidae) from the Amazonian lowlands in Peru. Zootaxa, 1152, 45-58. Summers, K. (2005). The evolution of parental care and egg size: a comparative analysis in frogs. Proceedings of the Royal Society of London Series B, 273, 687-692. Summers, K. (2005). Evolutionary biology of cancer. Trends in Ecology and Evolution, 20, 545-552. Roberts, J., Brown, J. L. , Arizabal, W., von May, R., Schulte, R., Summers, Kyle, (2006). Genetic divergence and speciation in lowland and montane Peruvian poison frogs. Molecular Phylogenetics and Evolution, 41, 149-164. Bernard, C. J. & Kyle, S. (2006). Positive selection in the evolution of cancer. Biological Reviews, 81, 407-424. Crespi, B. J., Summers, K., & Dorus, S. (2007). Adaptive evolution of genes underlying schizophrenia. Proceedings of the Royal Society of London Series B-Biological Sciences, 274, 2801-2810. Summers, K. & Crespi, B. J. (2007). The androgen receptor and prostate cancer: a role for sexual selection and sexual conflict? Medical Hypotheses, 70, 435-443. Roberts, J., Brown, J. L. , von May, R., Arizabal, W., Schulte, R., Ashley Presar Kyle Summers, (2007). Rapid diversification of coloration among populations of a poison frog isolated on sky peninsulas in the central cordillera of Peru. Herpetological Journal, 16, 377-385. Summers, K., McKeon, C. S. , Heying, H., Hall, J., & Patrick, W. (2007). Social and environmental influences on egg size evolution in frogs. Journal of Biogeography, 34, 417-426. Brown, J. L., Morales, V., & Summers, K. (2008). Home range size and location in relation to reproductive resources: a Monte Carlo approach using GIS data. Animal Behaviour, 77, 547-554. Summers, K. & Crespi, B. J. (2008). Molecular evolution of the prostate cancer susceptibility locus RNASEL: evidence for positive selection. Infection, Genetics and Evolution.

217 Summers, K. & Zhu, Y. (2008). Positive selection on a prolactin paralog following gene duplication in cichlids: adaptive evolution in the context of parental care? Copeia. Brown, J. L., Morales, V., & Summers, K. (2008). Mating and parental care behaviors in relation to pool use in two species of Peruvian poison frogs. Behaviour. Twomey, E., Morales, V., & Summers, K. (2008). Evaluating condition-specific and asymmetrical competition in a species-distribution context. Oikos. Twomey, E., Morales, V., & Summers, K. (2008). The effect of kinship on growth rate in Peruvian poison frogs. Phyllomedusa, 7, 119-124. Brown, J. L., Morales, V., & Summers, K. (2008). Divergence in parental care, habitat selection and larval life history in two species of Peruvian poison frogs: an experimental analysis. Journal of Evolutionary Biology, 21, 1534-1543. von May, R., Medina-Muller, M., Donnelly, M., & Summers, K. (2008). The tadpole of the bamboo- breeding poison frog Ranitomeya biolat (Anura: Dendrobatidae). Zootaxa, 1857, 66-68. Brown, J. L., Morales, V., & Summers, K. (2009). Tactical reproductive parasitism via larval cannibalism in Peruvian poison frogs. Biology Letters, 5, 148-151. von May, R., Reider, K., & Summers, K. (2009). Effect of body size on intraguild predation between tadpoles of bamboo-breeding poison frogs and predaceous mosquito larvae. Journal of Freshwater Ecology, 24. Summers, K., Roney, K., da Silva, J., Capraro, G., Cuthbertson, B., Gil Rosenthal Michael Ryan, Steven Kazianis, Thomas McConnell, (2009). Evolutionary dynamics of the DAB and DXB MHC II loci in Xiphophorus fishes. Genetica, 135, 379-390. Santos, J. C., Coloma, L., Summers, K., Caldwell, J., Ree, R., David Cannatella, (2009). Amazonian amphibian diversity is primarily derived from late Miocene Andean lineages. PLoS Biology, 77, e1000056. von May, R., Donnelly, M., Medina-Muller, M., & Summers, K. (in press, 2009). Breeding-site selection by poison frogs (Ranitomeya biolat) in Amazonian bamboo forests: an experimental approach. Canadian Journal of Zoology. Wang, I. & Summers, K. (in press, 2009). Highly polymorphic microsatellite markers for the highly polymorphic strawberry poison-dart frog and some of its congeners. Conservation Genetics. Crespi, B., Summers, K., & Dorus, S. (in press, 2009). Genomic sister-disorders of neurodevelopment: an evolutionary approach. Evolutionary Applications, 2, 81-100. von May, R., Reider, K. E. , & Summers, K. (2009). Effect of body size on intraguild predation between tadpoles of bamboo-breeding poison frogs and predaceous mosquito larvae. Jouronal of Freshwater Ecology, 24. Crespi, B., Summers, K., & Dorus, S. (2009). Positive selection of intellectual disability genes in Rho GTPase and DNA repair pathways. Evolutionary Applications, 3, 52-63. Brown, J. L., Choteau, M., Glenn, T., & Summers, K. (2009). The development and analyses of twenty. Conservation Genetics, 1, 1877-7252. Gray, H., Ibanez, R., & Summers, K. (2009). Kin discrimination in cannibalistic tadpoles of the green poison frog, Dendrobates auratus. Phyllomedusa, 8, 41-50. Wang, I. & Summers, K. (2010). Genetic structure is driven by phenotypic divergence rather than geographic isolation in the highly polymorphic strawberry poison-dart frog. Molecular Ecology, 19, 447-458. Brown, J. L., Morales, V., & Summers, K. (2010). A key ecological factor drove the evolution of biparental care and monogamy in an amphibian. American Naturalist, 175 (4), 436-446.

218 Brown, J. L., Maan, M., Cummings, M., & Summers, K. (2010). Evidence for selection on coloration in Panamanian poison frogs: a coalescent-based approach. Journal of Biogeography 37:891-901. Summers, K. and Crespi, B. 2010. Xmrks the spot: life history tradeoffs, sexual selection and the evolutionary ecology of oncogenesis. Molecular Ecology 19:3022-3024. (Invited overview) Yeager, J., Wooten, C. W. , & Summers, K. (in press). A new technique for the production of clay models for field studies. Herpetological Review. Davenport, J. & Summers, K. (in press) Environmental influences on the evolution of egg and clutch size in salamanders. Phyllomedusa.

RESEARCH/CREATIVE ACTIVITY SUPPORT

2002-2003. Summers, K. Molecular systematics and biogeography of the Amazonian poison frogs. National Geographic Society Research Grant, $10,000 2002-2005. Summers, K. Molecular systematics and biogeography of the Amazonian poison frogs. National Science Foundation Research Grant $146,000 2003-2004. Summers, K. The evolution of parental care strategies in Peruvian poison frogs. National Geographic Society Research Grant $25,000

2005-2006. Summers, K. Genetic analysis of Peruvian poison frog reproductive strategies. Research Development Grant (ECU) $30,000 2006-2010. Summers, K. Sexual conflict and parental care in Peruvian poison frogs). National Science Foundation Research Grant $227,000 2007-2008. Summers, K. Biodiversity of Peruvian Poison Frogs). Creative Research Grant ECU $23,000 2010-2011. Summers, K. Monogamy and mate choice in Peruvian poison frogs. National Geographic Society Research Grant $19,600

COURSES TAUGHT

BIOL 1060 Environmental Biology BIOL 3550 Honors BIOL 3620 Biological Evolution BIOL 3621 Biological Evolution Lab BIOL 4400, 4405 Terrestrial Field Ecology (Field Course in Panama) BIOL 5740 Behavioral Ecology BIOL 5741 Behavioral Ecology Lab BIOL 6504, 6514 Research Problems Biology BIOL 6850 Advances In Ecology BIOL 8810 Methods & Techniques In Experimental Biology BIOL 8830 Introduction To Research BIOL 9000 Dissertation Research

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise two Ph.D. students (IDPBS): Tiffany Kosch (research on the prevalence of the chytrid fungal disease affecting amphibians in Peru) and Evan Twomey (research on color pattern

219 mimicry, sexual selection, and population divergence in Peruvian poison frogs). Also supervising three master’s students: Jesse Delia (research on parental care and hatching plasticity in neotropical glass frogs), James Tumulty (research on the effect of mate removal in a monogamous species of poison frog), and Adam Stuckert (research on aposematism and mimicry in Peruvian poison frogs).

Students Mentored

First Year Last Name Name Degree Graduated Title of Thesis / Dissertation Larval habitat and growth trajectory in 2004 McKeon Christian MS dendrobatid frogs Systematics and Biogeography of 2005 Amazonian Poison Frogs of the Genus Roberts Jennifer MS Epipedobates Tadpole Ecology in Two Species of 2008 Twomey Evan MS Peruvian Poison Frogs The evolution and maintenance of 2009 warning coloration and Müllerian Yeager Justin MS mimicry in a Peruvian poison frog Reproductive Strategies of Two Species 2009 Brown Jason PhD of Poison Frogs in Peru

NAME: Leonard Franklin Sutton, Jr. TITLE: Teaching Assistant Professor UNIT: Department of Biology Howell S-102 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.2696 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S. Davidson College, Davidson, NC. Biology 1996 Ph.D North Carolina State University, Raleigh, NC. Cell Physiology (Anatomy and Physiology) - Minor in Biochemistry, 2002

POSTIONS and EMPLOYMENT

1998 – 2002 Graduate Teaching Assistant, College of Veterinary Medicine, North Carolina State University.

220 2002 – Present – Teaching Assistant Professor, Department of Biology, East Carolina University

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Teaching/Advising

Coordinator of Laboratory Instruction, BIOL 2131 2002-present Undergraduate Research Advisor 2003 – 2008 Department of Biology Academic Advisor for Undergraduate Biology Majors 2006 – Present Tri-Beta for Biology Undergraduates 2006- present Academic Advisor, Astronomy and Sailing Club

PEER REVIEW PUBLICATIONS Articles in Journals

Beta-Lactoglobulin as a potential modulator of intestinal activity and morphology in neonatal piglets. Leonard F. Sutton, Jr. Brenda Alston-Mills. The Anatomical Record, Part A: 288A:601-608, 2006

COURSES TAUGHT

COAD 1000 Student Development and Learning in Higher Education BIOL 1100. Principles of Biology I BIOL 2130. Survey of Human Anatomy and Physiology BIOL 3311. Cell Physiology Lab BIOL 3320. Animal Physiology BIOL 3550, 4550. Biology Honors BIOL 4050, 51. Comparative Vertebrate Anatomy BIOL 4504, 4514. Research Problems in Biology

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Co-chair for MS Student John Hoggard.

221 NAME: Beth E. Thompson TITLE: Assistant Professor UNIT: Department of Biology Howell N413 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.2972 FAX NUMBER: 252.328.4178

EDUCATION/TRAINING

B. A. Rice University, Biochemistry, Philosophy, 2000

Ph.D. University of Wisconsin, Madiso, Cellular and Molecular Biology, 2006

POSITIONS and EMPLOYMENT

Post-doctoral researcher, University of California – Berkeley 2006-2009 Assistant Professor, Department of Biology, East Carolina University, 2009-present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

American society for plant biologists

Ad hoc reviewer for Journals and Programs

The Plant Journal Science Education for Public Understanding Program

HONORS/AWARDS

HHMI Teaching Fellow 2004-2005 Finalist for Life Science Research Foundation post-doctoral Fellowship 20007 NIH-NRSA postdoctoral fellowship 2007-2009

PEER REVIEW PUBLICATIONS Articles in Journals

Thompson, Maria Gallegos, Andrei G. Petcherski, Gary Moulder, Robert Barstead, Marvin Wickens and Judith Kimble (2002). A conserved RNA-binding protein controls germline stem cells in Caenorhabditis elegans. Nature 417, 630-633. Beth E. Thompson, David S. Bernstein, Jennifer L. Bachorik, Andrei G.Petcherski, Marvin Wickens, and Judith Kimble (2005). Dose-dependent control of proliferation and sperm specification by

222 FOG-1/CPEB. Development 132, 3471-3481. Beth E. Thompson, Liana B. Lamont, and Judith Kimble (2006). Germ-line induction of the Caenorhabditis elegans vulva. Proceedings of the National Academy of Sciences 103, 620-625. Beth Thompson, Marvin Wickens, and Judith Kimble (2007). Translational control in development. In Translational Control in Biology and Medicine, (ed. M.B. Mathews N. Sonenberg and J. W. B. Hershey), pp. 507-544. Woodbury, NY: Cold Spring Harbor Laboratory Press. Beth E. Thompson and Sarah Hake (2009). Translational Biology: from Arabidopsis flowers to grass inflorescence architecture. Plant Physiology 149, 28-45. Thompson BE, Bartling L, Whipple C, Hall DH, Sakai H, Schmidt R, Hake S. 2009. Bearded-ear Encodes a MADS Box Transcription Factor Critical for Maize Floral Development. PLANT CELL 21 : 2578-2590

COURSES TAUGHT

BIOL 4230 Concepts in Cell Biology BIOL 4504 Research Problems in Biology BIOL 4550 Honors BIOL 6130 Advances in Developmental Biology

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise one MS student (Christine Todd) in the effects of mutations on miRNA levels and gene expression in maize.

223 NAME: Heather D. Vance-Chalcraft TITLE: Assistant Teaching Professor UNIT: Department of Biology Howell S-408 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.6307 FAX NUMBER: 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.A. Wittenberg University, Springfield, OH, USA, Biology, 1997 Ph.D. University of Illinois at Urbana-Champaign, Urbana, Illinois, USA, Biology, 2003

POSITIONS and EMPLOYMENT

Environmental Affairs Intern, Navistar International 1995 Teaching Assistant, University of Illinois, Department of Biology, 1997-2001 Research Assistant, Illinois Natural History Survey, 1999 - 2003 Postdoctoral Associate, Texas Tech University, 2003 - 2004 Visiting Assistant Professor, East Carolina University, 2004 - 2006 Teaching Assistant Professor, East Carolina University, 2006 - Present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

American Society of Naturalists Ecological Society of America National Association of Biology Teachers National Science Teachers Association Sigma Xi

HONORS/AWARDS

2008: University Alumni Outstanding Teaching Award East Carolina University.

PEER REVIEW PUBLICATIONS Articles in Journals

Vance Chalcraft, H. D., Soluk, D. A. , & Ozburn, N. (2004). Is prey predation risk influenced more by increasing predator density or predator species richness in stream enclosures? Oecologia, 139, 117-122. Vance Chalcraft, H. D. & Soluk, D. A. (2005). Estimating the prevalence and strength of non- independent predator effects. Oecologia, 146, 452-460.

224 Vance Chalcraft, H. D. & Soluk, D. A. (2005). Multiple predator effects result in risk reduction for the prey across multiple prey densities. Oecologia, 144, 472-480. Vance Chalcraft, H. D., Rosenheim, J. A. , Vonesh, J. R. , Osenberg, C. W. , & Sih, A. (2007). The influence of intraguild predation on prey suppression and prey release: a meta-analysis. Ecology, 88 (11), 2689-2696. Vance-Chalcraft, H. D., Willig, M. R. , Cox, S. B. , Lugo, A. E. , & Scatena, F. N. (2010). Relationship Between Aboveground Biomass and Multiple Measures of Biodiversity in Subtropical Forest of Puerto Rico. Biotropica, 42 (3), 290-299.

RESEARCH/CREATIVE ACTIVITY SUPPORT Teaching

2007 - Vance Chalcraft, H. D., Improving laboratory instruction for general biology students by adding inquiry-based activities East Carolina University. $9,618 2006 - Vance Chalcraft, H. D. & Goodwillie, C., Newton Marasco Foundations Environmental Education Internship Program, Newton Marasco Foundation. $2,000 2009 - Preston, R. V., Vance-Chalcraft, H.D., Thompson, A., Crawley, F., & Jolls, C.L., ECU Mathematics and Science Education Noyce Scholars Program , National Science Foundation (NSF). $899,417 2010 - Preston, R. V., Vance-Chalcraft, H., Crawley, F., Thompson, A., & Jolls, C.L., ECU Mathematics and Science Education Noyce Scholars Program, GOV-National Science Foundation (NSF). (in review) 2010 - Jolls, C. L., Goodwillie, C., Vance-Chalcraft, H., Chalcraft, D.R., & Gardner, G., Inquiry and Science Education in Ecology: Building the foundation for inquiry in ecology, National Science Foundation (NSF). (in review)

COURSES TAUGHT

BIOL 1050 General Biology BIOL 1051 General Biology Lab BIOL 2250. Ecology BIOL 2800 Biological Instruction BIOL 3550 Honors BIOL 4800 Topics in Biology, Freshwater Biology BIOL 6220 Evolution: Topics for Advanced Students, Freshwater Biology

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise one MS student (Molly Albecker) in prey assessment of predation threat in fresh water communities.

225 NAME: Terry L West TITLE: Associate Professor UNIT: Department of Biology Howell N108, S305a East Carolina University Greenville, North Carolina 27858 TELEPHONE NUMBER: 252.328.6306 FAX NUMBER: 252.328.4178

EDUCATION/TRAINING

B.A. Western Washington State University, Bellingham, Washington, \Biology 1968 M.S. University of the Pacific, Stockton, California 1978 Ph.D. Duke University, Durham, North Carolina, 1982

POSITIONS and EMPLOYMENT

Research Assistant Duke University Marine Laboratory, Beaufort, NC1974-1982 Assistant Research Scientist, Institute for Coastal and Marine Resources,EastCarolinaUniversity 1983- 1988 Assistant Professor of Biology, East Carolina University 1988-1994 Associate Professor, Department of Biology, East Carolina University 1995-present Director of Graduate Studies, Department of Biology, East Carolina University 2007-present Director, Interdisciplinary Program in Biological Sciences 2010-present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

AAAS Atlantic Estuarine Research Society Coastal and Estuarine Research Federation Ecological Society of America Sigma Xi Scientific Research Society

Ad hoc Reviewer for Journals

Estuaries; Bulletin of Marine Science; Archives of Environmental Contamination and Toxicology; Journal of the Marine Biological Association of the United Kingdom; Estuarine, Coastal and Shelf Science; Journal of the Elisha Mitchell Scientific Society; Marine Biology

Ad hoc Reviewer for Funding Agencies

Florida Sea Grant Rhode Island Sea Grant NOAA Undersea Research Program

226

RESEARCH AND CREATIVE ACTIVITY SUPPORT Research

2006-2007. Joe Luczkovich, Mark M Brinson, Terry L West. Using the past to understand the present: Linking historical changes in land use with juvenile finfish abundance in NC primary nursery areas: North Carolina Sea Grant: $23,000.

2005-2006. Joe Luczkovich, Terry L West, Mark M Brinson. Analysis of potential effects of land cover change on blue crab (Callinectes sapidus) populations in primary nursery areas. North Carolina Sea Grant: $35,895.00

COURSES TAUGHT

BIOL 1050 General Biology BIOL 2250 Ecology BIOL 4504, 4515 Research Problems in Biology BIOl 5200 Invertebrate Zoology BIOL 5201 Invertebrate Zoology Lab BIOL 5270 Marine Community Ecology BIOL 6003 Seminar in Biology BIOL 6504, 6514 Research Problems in Biology BIOL 6880 Introduction to Research BIOL 6910 Coastal Ecological Processes BIOL 7000 Thesis BIOL 8815 Seminar in Biological Sciences CRM 9000 Dissertation

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise one MS student (Corey Adams) in effects of freshwater discharge on benthic food availability and benthic community diversity.

Students Mentored

First Year Last Name Name Degree Graduated Title of Thesis / Dissertation

The bacterial response to trawling and Calfee Worth PhD 2007 wind-induced sediment resuspension in the Pamlico River estuary, North Carolina

2011 Prolactin Function in Zebrafish Nguyen* Nhu PhD

* Administrative Chair

227 NAME: Baohong Zhang TITLE: Assistant Professor UNIT: Department of Biology Howell S East Carolina University Greenville, NC 27858 TELEPHONE NUMBER: 252.328.2021 FAX NUMBER: 252.328.4718

E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.S., Plant Genetics and Breeding, Beijing Agricultural University, China, 1991 Professional training in molecular biology and genetic engineering, Fudan University, China. 1992 Ph.D., Environmental Toxicology, Texas Tech University 2006

POSITIONS and EMPLOYMENT

Scientist, Chinese Academy of Agricultlural Sciences, China 1991-2001 Adjunct Professor, Henan Institute of Science and Technology, China 1996-present Assistant Professor, Department of Biology, East Carolina University, 2007-present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Memberships

American Association for the Advancement of Science (AAAS) American Chemical Society (ACS) The American Society of Plant Biologists The Society of Environmental Toxicology and Chemistry (SETAC)

2009: Chair, SETAC (Society of Environmental Toxicology and Chemistry) North America 30th Annual Meeting (International).

Journal Editor:

2009 – 2010: World Journal of Stem Cells 2009 – 2010: Plant Omics 2008 – 2010: PLoS ONE 2007 – 2010: Recent Patents on Biomedical Engineering 2006 – 2009: Recent Patents on Biotechnology 2006 – 2009: Frontiers in Bioscience 2002 – 2009: Physiology and Molecular Biology of Plants

Reviewer - Book / Textbook

228

2001: Westview Press (International).

Reviewer - Grant Proposals

Israeli Ministry of Agriculture Fund U.S. Civilian Research and Development Foundation (CRDF) Broad Medical Research Program, The Eli and Edythe Broad Foundation BARD (The United States Israel Binational Agricultural research and development Fund) USDA: Plant Biology: Growth and Development USDA: Plant Breeding and Education Genesis Oncology Trust (New Zealand) Melanoma Research Foundation (USA) The Ohio Plant Biotechnology Consortium The Health Research Board in Ireland Israel Science Foundation Austrian Science Fund (National). The Biotechnology and Biological Sciences Research Council (BBSRC), UK NSF MCB Gene Expression Program (USA) European Young Investigator Award NSFC (National Natural Science Foundation of China)

Ad Hoc Reviewer for Journals

Acta Physiologiae Plantarum African Journal of Biotechnology African Journal of Plant Science Applied Biochemistry and Biotechnology Australian Journal of Agricultural Research Australian Journal of Crop Science BBA - Gene Structure and Expression Biomarker Insights BioTechniques BMC Bioinformatics BMC Developmental Biology BMC Evolutionary Biology BMC Genomics BMC Plant Biology Cancer Informatics China Cotton Cotton Science Environmental Health Insights Epigenomics Expert Opinion on Biological Therapy

229 Expert Review of Molecular Diagnostics FEBS Letters Frontiers in Bioscience Gene Genetics Genome International Journal of Cancer Journal of Biomedicine and Biotechnology Journal of Cellular and Molecular Medicine Journal of Central China University of Science and technology Journal of Chromatography A Journal of Cotton Science Journal of Zhejiang University-Science Molecular Cancer Nature Protocols Plant Methods Plant Molecular Biology Reporter Plant Omics Plant Physiology and Biochemistry Plant, Cell & Environment Planta Medica PLoS Computational Biology PLoS ONE Postgraduate Medical Journal Rapid Communications in Mass Spectrometry Recent Patents on Biomedical Engineering Recent Patents on Biotechnology Recent Patents on DNA & Gene Sequences Science of the Total Environment The Plant Journal

HONORS/AWARDS

2006: Syngenta Outstanding Doctoral Student in Environmental Toxicology Syngenta/Texas Tech University. 2006: Excellence in Science Science/AAAS.

PEER REVIEW PUBLICATIONS Articles in Journals

Zhang, B., Pan, X. P. , Wang , Q. L. , Cobb , G. P. , & Anderson , T. A. (2005). Identification and characterization of new plant microRNAs using EST analysis. Cell Research, 15 (5), 336-360.

230 Pan, X. P., Zhang, B., & Cobb, G. P. (2005). Transgenic plants: environmental benefits and risks. Physiology and Molecular Biology of Plants, 11, 13-32. Zhang, B., Pan, X. P. , & Wang, Q. L. (2005). Development and commercial use of Bt cotton. Physiology and Molecular Biology of Plants, 11, 51-64. Zhang, B., Pan , X. P. , Guo, T. L. , Wang , Q. L. , & Anderson , T. A. (2005). Measuring gene flow in the cultivation of transgenic cotton (Gossypium hirsutum L.). Molecular Biotechnology, 31, 11-20. Pan , X. P., Zhang, B., & Cobb , G. P. (2005). Extraction and analysis of trace amount of cyclonite (RDX) and its nitroso-metabolites in animal liver tissue using gas chromatography with electron capture detection. Talanta, 67, 816-823. Zhang, B., Pan , X. P. , Cobb , G. P. , & Anderson , T. A. (2005). Use of pressurized liquid extraction (PLE) /gas chromatography-electron capture detection (GC-ECD) for the determination of biodegradation intermediates of hexahydro-1,3,5-trinitro- 1,3,5-triazine (RDX) in soils. Journal of Chromatography B: Biomedical Applications, 824, 277-282. Landrum, M., Cañas, J. E. , Coimbatore, G., Cobb, G. P. , Jackson, W. A. , Zhang, B. H., Anderson, T.A. , (2006). Effects of perchlorate on earthworm (Eisenia fetida) survival and reproductive success. Science of the Total Environment, 363, 237- 244. Pan, X. P., Zhang, B., Cox, S. B. , Anderson, T. A. , & Cobb, G. P. (2006). Determination of N-nitroso derivatives of hexahydro-1,3,5-trinitro-1,3,5-triazine (RDX) in soils by pressurized liquid extraction and liquid chromatography- electrospray ionization mass spectrometry. Journal of Chromatography A, 1107, 2-8. Zhang, B., Smith, P. N. , & Anderson, T. A. (2006). Evaluating the bioavailability of explosive metabolites, hexahydro-1-nitroso-3,5-dinitro-1,3,5-triazine (MNX) and hexahydro-1,3,5-trinitroso-1,3,5-triazine (TNX), in soils using passive sampling devices. Journal of Chromatography A, 1101, 38-45. Zhang, B., Kendall, R. J. , & Anderson, T. A. (2006). Toxicity of the explosive metabolites hexahydro-1,3,5-trinitroso-1,3,5-triazine (TNX) and hexahydro-1- nitroso-3,5-dinitro-1,3,5-triazine (MNX) to the earthworm Eisenia fetida. Chemosphere, 64 (1), 86-95. Pan, X. P., Zhang, B., Tian , K., Jones, L. E. , Liu, J., Anderson, T.A., Wang, J.S., Cobb, G.P., (2006). Liquid chromatography-electrospray ionization-tandem mass spectrometry analysis of octahydro-1,3,5,7-tetranitro-1,3,5,7-tetrazocine (HMX). Rapid Communications in Mass Spectrometry, 20, 2222-2226. Zhang, B., Freitag, C., Cañas, J. E. , Cheng, Q. Q. , & Anderson, T. A. (2006). Effects of hexahydro-1,3,5-trinitro-1,3,5-triazine (RDX) metabolites on cricket (Acheta domesticus) survival and reproductive success. Environmental Pollution, 144 (2), 549-553. Zhang, B., Pan, X. P. , Cobb, G. P. , & Anderson, T. A. (2006). Plant microRNA: a small regulatory molecule with big impact. Developmental Biology, 289 (1), 3-16.

Zhang, B., Pan, X. P. , Cannon, C., Cobb, G. P. , & Anderson, T. A. (2006). Conservation and divergence of plant microRNA genes. The Plant Journal, 46 (2), 243-259.

231 Zhang, B., Pan, X. P. , & Anderson, T. A. (2006). Identification of 188 conserved maize microRNAs and their targets. FEBS Letters, 580 (15), 3753-3762. Zhang, B., Pan, X. P. , & Anderson, T. A. (2006). MicroRNA: a new player in stem cells. Journal of Cellular Physiology, 209 (2), 266-269. Zhang, B., Pan, X. P. , Wang, Q. L. , Cobb, G. P. , & Anderson, T. A. (2006). Computational identification of microRNAs and their targets. Computational Biology and Chemistry, 30 (6), 395-407. Presley, S. M., Rainwater, T. R. , Austin, S. G. , Zak, J. C. , Cobb, G. P. , Marsland, E.J., Tian, K., Zhang, B.H., Anderson, T.A., Cox, S.B., Abel, M.T., Leftwich, B.D., Huddleston, J., Jeter, R., Kendall, R.J., (2006). Assessment of pathogens and toxicants in New Orleans, LA following hurricane Katrina. Environmental Science and Technology, 40 (2), 468-474. Zhang, B., Pan, X. P. , Cox, S. B. , Cobb, G. P. , & Anderson, T. A. (2006). Evidence that miRNAs are different from other RNAs. Cellular and Molecular Life Sciences, 63 (2), 246-254. Zhang, B., Wang, Q. L. , Wang, K. B. , Pan, X. P. , Liu, F., Guo, T.L., Cobb, G.P., Anderson, T.A., (2007). Identification of cotton microRNAs and their targets. Gene, 397 (1-2), 26-37. Pan, X. P., Zhang, B., Smith, J. N. , SanFrancisco, M., Anderson, T. A. , Cobb, G.P. , (2007). Hexahydro-1,3,5-trinitro-1,3,5-triazine (RDX) transformation to N-nitroso compounds in deer mice (Peromyscus maniculatus). Chemosphere, 67 (6), 1164- 1170. Pan, X. P., SanFrancisco, M., Lee, C., Ochoa, K. M. , Xu, X. Z. , Liu, J., Zhang, B. H., Cox, S.B., Cobb, G.P., (2007). Examination of the mutagenicity of RDX and its N-nitroso metabolites using the Salmonella reverse mutation assay. Mutation Research - Genetic Toxicology and Environmental Mutagenesis, 629 (1), 64-69. Zhang, B., Pan, X. P. , Smith, J. N. , Anderson, T. A. , & Cobb, G. P. (2007). Extraction and determination of trace amounts of energetic compounds in blood by gas chromatography with electron capture detection (GC/ECD). Talanta, 72 (2), 612-619. Zhang, B., Wang, Q. L. , & Pan, X. P. (2007). MicroRNAs and their regulatory roles in animals and plants. Journal of Cellular Physiology, 210 (2), 279-289. Zhang, B., Pan, X. P. , Cobb, G. P. , & Anderson, T. A. (2007). MicroRNAs as oncogenes and tumor suppressor genes. Developmental Biology, 302 (1), 1-12. Pan, X. P., Zhang, B., San Francisco, M., & Cobb, G. P. (2007). Characterizing viral microRNAs and its application on identifying new microRNAs in viruses. Journal of Cellular Physiology, 211 (1), 10-18. Venne, L. S., Anderson, T. A. , Zhang, B., Smith, M. L. , & McMurry, S. T. (2008). Organochlorine pesticide concentrations in sediment and amphibian tissue in playa wetlands in the Southern High Plains, USA. Bulletin of Environmental Contamination and Toxicology, 80 (6), 497-501. Zhang, B. & Farwell, M. A. (2008). microRNAs: a new emerging class of players for disease diagnostics and gene therapy. Journal of Cellular and Molecular Medicine, 12 (1), 3-21. Zhang, B., Cox, S. B. , McMurry, S. T. , Jackson, W. A. , Cobb, G. P. , Anderson T. A., (2008). Reproduction toxicity of RDX metabolites N-nitroso compounds in

232 earthworms. Environmental Pollution, 153 (3), 658-667. Zhang, B., Pan, X. P. , Venne, L., Dunnum, S., McMurry, S. T. , Cobb, G.P., Anderson, T.A., (2008). Development of a method for the determination of 9 currently used cotton pesticides by gas chromatography with electron capture detection. Talanta, 75 (4), 1055-1060. Zhang, B., Pan, X., & Stellwag, E. J. (2008). Identification of soybean microRNAs and their targets. Planta, 229 (1), 161-182. Zhang, B. & Pan, X. (2009). Expression of microRNAs in cotton. Molecular Biotechnology, 42 (3), 269-274. Zhang, B. & Pan, X. (2009). RDX induces aberrant expression of microRNAs in mouse brain and liver. Environmental Health Perspectives, 117 (2), 231-240. Zhang, B. & Pan, X. (2009). RDX and microRNA expression in B6C3F1 mice. Environmental Health Perspectives, 2009 (3), A98-A99. Qiu, D., Pan, X., Wilson, I. W. , Li, F., Liu, M., Teng, W., Zhang, Baohong, (2009). High throughput sequencing technology reveals that the taxoid elicitor methyl jasmonate regulates microRNA expression in Chinese yew (Taxus chinensis). Gene, 436 (1-2), 37-44. Zhang, B., Pan, X., Cobb, G. P. , & Anderson, T. A. (2009). Uptake, bioaccumulation and biodegradation of hexahydro-1,3,5-trinitro-1,3,5-triazine (RDX) and its reduced metabolites (MNX and TNX) by the earthworm (Eisenia fetida). Chemosphere, 76 (1), 76-82. Zhang, B., Wang, Q. L. , Liu, F., Wang, K. B. , & Frazier, T. P. (2009). Highly efficient plant regeneration through somatic embryogenesis in 20 elite commercial cotton (Gossypium hirsutum L.) cultivars. Plant Omics, 2 (6), 259-268. Zhang, B., Stewart, E. J. , & Pan, X. (2009). Large-scale genome analysis reveals unique features of microRNAs. Gene, 443 (1-2), 100-109. Zhang, Y., Chen, D., Tian, H. F. , Zhang, B., & Wen, J. F. (2009). Genome-wide computational identification of microRNAs and their targets in the deep-branching eukaryote Giardia lamblia. Computational Biology and Chemistry, 33 (5), 391- 396. Rainwater, T. R., Sauther, M. L. , Rainwater, K., Mills, R. E. , Cuozzo, F. P. , Zhang, Baohong, McDaniel LN, Abel MT, Marsland EJ, Weber MA, Jacky IAY, Platt SG, Cobb GP, Anderson TA, (2009). Assessment of organochlorine pesticides and metals in ring-tailed lemurs (Lemur catta) at Beza Mahafaly Special Reserve, Madagascar. American Journal of Primatology, 71 (12), 998-1100. Karnjanapiboonwong, A., Zhang, B., Freitag, C. M. , Dobrovolny, M., Salice, C. J. , Smith PN, Kendall RJ, & Anderson TA, (2009). Reproductive toxicity of nitroaromatics to the cricket, Acheta domesticus. Science of the Total Environment, 407 (18), 5046-5049. Frazier, T. P., Xie, F., Freistaedter, A., Burklew, C. E. , & Zhang, B. (2010). Identification and characterization of microRNAs and their target genes in tobacco (Nicotiana tabacum). Planta. Xie, F., Frazier, T. P. , & Zhang, B. (2010). Identification and characterization of microRNAs and their targets in the bioenergy plant switchgrass (Panicum virgatum). Planta, 232 (2), 417-434. Pan, X., Redding, J. E. , Wiley, P. A. , Wen, L., McConnell, J. S. , Baohong Zhang,

233 (2010). Mutagenicity evaluation of metal oxide nanoparticles by the bacterial reverse mutation assay. Chemosphere, 79 (1), 113-116. Xie, F. & Zhang, B. (2010). Target-align: a tool for plant microRNA target identification. Bioinformatics, 26 (23), 3002-3003. Zhao, C. Z., Xia, H., Frazier, T. P. , Yao, Y. Y. , Bi, Y. B. , Li AQ, Li MJ, Li CS, Zhang, Baohong & Wang XJ, (2010). Deep sequencing identifies novel and conserved microRNAs in peanut (Arachis hypogaea L.). BMC Plant Biology, 10, 3.

Non-Refereed Articles

Fix, L. N., Shah, M., Efferth, T., Farwell, M. A. , & Zhang, B. (2010). MicroRNA expression profile of MCF-7 human breast cancer cells and the effect of green tea Polyphenon-60. Journal is not in list - being petitioned. Chen, D., Farwell, M., & Zhang, B. (2010). MicroRNA as a new player in the cell cycle. Journal of Cellular Physiology, 225 (2), 296-301.

Book

Zhang, B. & Stellwag, E. (2010). RNAi and MicroRNA-mediated Gene Regulation in Stem Cells. . Zhang, B. (2010). Transgenic Cotton. .

Book Chapters Refereed

Frazier, T. P. & Zhang, B. (2010). "Identification of Plant MicroRNAs Using Expressed Sequence Tag Analysis", In Press, In Pereira A (Ed.) Plant Reverse Genetics. New York: Springer. Pan, X., Murashov, A. K. , Stellwag, E. J. , & Zhang, B. (2010). "Monitoring microRNA expression during embryonic stem cell differentiation using quantitative real-time PCR (qRT-PCR)", In Press, RNAi and MicroRNA-mediated Gene Regulation in Stem Cells.

RESEARCH AND CREATIVE ACTIVITY SUPPORT Research

2007 - Zhang, B., Regulatory function and mechanism of microRNAs in soybean ( $10,000), DuPont. 2009 - Zhang, B., Does microRNA mediate RDX-induced neurotoxicity? ( $21,521), ECU Research/Creative Activity Grants. 2009 - Zhang, B., Identification of microRNAs involved in cotton fiber development for developing a novel microRNA-based biotechnology for increasing cotton yield ( $75,000), North Carolina Biotechnology Center. 2010 - Zhang, B., Identification of microRNAs in cotton fiber development ( $12,000), Cotton Inc/USDA. 2010 - Zhang, B. & Pan, X., Identification and functional analysis of switchgrass microRNAs in response to drought, salinity, and aluminum stress, DOE/USDA. 2010 - Murashov, A., Zhang, B., & Wingard, C., MicroRNA pathway in mechanisms

234 of nanoparticles neurotoxicity, GOV-National Institutes of Health(NIH). 2010 - Zhang, B., Identification and Functional Analysis of Regulatory microRNAs Responsive to TNT and RDX in the Earthworm Eisenia fetida ( $217,000), First year, $69,000.Total: $217,000, GOV-Department of Defense (DD). 2010 - Stellwag, E., Overton, A., Pan, X., & Zhang, B., RAPID: Influence of Environmental Crude Oil Exposure on Genetic Mechanisms of Fish Development, GOV-National Science Foundation (NSF). 2010 - Zhang, B. & Stiller, J., Strengthening the global competence of ECU faculty and students through a collaborative partnership with china in plant genomics and biotechnology ( $148,456), GOV-Department of Agriculture (USDA).

Research: In Review

2010 - Zhang, B. & Stiller, J., Strengthening the Global Competence of ECU Faculty and Students through a Collaborative Partnership with China in Plant Genomics and Biotechnology, GOV-Department of Agriculture (USDA).

Teaching

2010 - Zhang, B. & Stiller, J., Strengthening the Global Competence of ECU Faculty and Students through a Collaborative Partnership with China in Plant Genomics and Biotechnology. , GOV- Department of Agriculture (USDA). 2007 - Zhang, B., Stellwag, E., Wang, Q.L., & Pan, X.P., Cross-cultural Understanding of Transgenic Plants and Foods: An Educational Initiative. , The American Society of Plant Biologists.

COURSES TAUGHT

BIOL 3550 Honors BIOL 4504, 4514 Research Problems in Biology BIOL 4800 Topics in Biology BIOL 5900, 5901 Biotechniques and Laboratory BIOL 6504, 6514 Research Problems in Biology BIOL 7000 Thesis BIOL 8810 Methods and Techniques in Experimental Biology BIOL 8830 Introduction to Research

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

Currently supervise one Ph.D student (Dongliang Chen) and one MS student (Caitlin Burklew) in micro- RNA control of gene expression.

235 Students Mentored

First Year Last Name Name Degree Graduated Title of Thesis / Dissertation Effects of 5-fluorouracil Drug Treatment on the Expression Profile of MicroRNAs 2010 in MCF7 Breast Cancer Cells [electronic Shah Maitri MS resource] Identification, Characterization, and 2010 Abiotic Stress Analysis of microRNAs in Frazier Taylor MS Nicotiana tabacum [electronic resource] Effect of green tea Polyphenon 60 on 2010 microRNA expression in MCF-7 breast Fix Lindsey MS cancer cells [electronic resource]

NAME: Yong Zhu TITLE: Associate Professor UNIT: Department of Biology Howell N 401 East Carolina University Greenville, NC 27858 TELEPHONE NUMBER 252.328.6504 FAX NUMBER 252.328.4178 E-MAIL ADDRESS: [email protected]

EDUCATION/TRAINING

B.Sc Xiamen University, Xiamen, China, 1980-1984, Marine Biology M.Sc University of Tokyo, Tokyo, Japan, 1986-1988, Reproductive & Comparative Physiology Ph.D. University of Tokyo, Tokyo, Japan, 1988-1991, Comparative Endocrinology Postdoctoral Fellow, Central Research Institute, Maruha Co, Tsukuba, Japan, 1991-1992, Biotechnology and Biochemistry Postdoctoral Fellow, University of Texas, Texas, USA, 1993-1995, Biochemistry and Molecular Endocrinology

POSITIONS and EMPLOYMENT

Scholar, Chinese Ministry of Education & Research Assistant, Graduate School of Agricultural and Life Sciences, Faculty of Agriculture, Tokyo University, Tokyo, Japan 1986-1991 Scholar, The Association for Overseas Technical Scholarship, Japan & Research Scientist, Central Research Institute, Maruha Co, Tsukuba, Japan 1991-1992 Research Associate, Marine Science Institute, University of Texas at Austin, Texas, 1993-2001

236 Assistant Professor, Department of Biology, East Carolina University, NC, 2002-2008 Associate Professor, Department of Biology, East Carolina University, NC, 2008-present

OTHER RELEVANT EXPERIENCES and PROFESSIONAL MEMBERSHIPS Professional Organizations

Society of the Study of Reproduction Endocrine Society Triangle Consortium for Reproductive Biology, Society for Developmental Biology Triangle Zebrafish Research Groups

Review of Grant Proposals

NSF, National Science Foundation USDA, Enhancing Animal Reproductive Efficiency Program NOAA, National Sea Grant Biotechnology Initiative

Referee Of Manuscripts

Agriculture Comparative Biochemistry and Physiology Fish Physiology and Biochemistry Gene General and Comparative Endocrinology Journal of the World Aquaculture Society Molecular and Cellular Endocrinology Trends in Endocrinology and Metabolism Reproductive Biology and Endocrinology Reproduction Nutrition Development

Session Chairman Society for the Study of Reproduction 35th Annual Meeting, Baltimore, June 28-31, 2002. International Workshop on Fish Genetics and Development, Wuhan, China, October 11-14, 2004 Neuroendocrinology Symposium, International Conference of Comparative Physiology, Biochemistry, and Toxicology, Hangzhou, China, October 10-14, 2007 2nd International Symposium on Fish Growth & Reproduction, June 21, 2009, Hong Kong

Workshop Organizer Chair of Scientific Program Committee and Co-Chair of Organizing Committee Zebrafish Workshop-A Model for Comparative and Developmental Endocrinology June 22nd, 2008, University of Calgary, Calgary, Alberta, Canada. A special event coordinated with the 6th International Symposium on Fish Endocrinology PI, NSF IOS-0810856 International Zebrafish Workshop - a Model System for Exchange of Ideas, Integration of Knowledge and Collaboration between Developmental Biologists and Comparative Endocrinologists, April 1, 2008- March 31, 2009.

237

HONORS/AWARDS

2003 Final recipient of Hundred Talents, Chinese Academy Science, China 2005 Thomas Harriot College of Arts and Sciences Research Award, ECU 2008 Thomas Harriot College of Arts and Sciences Research Award, ECU 2008-Present Associate Professor, Department of Biology, East Carolina University, NC, U.S.A 2010-Present Final candidate of a Distinguished Guest Chair Professor, Xiamen University, China

PEER-REVIEW PUBLICATIONS

Zhu Y, Rice CD, Pang Y, Pace M, Thomas P (2003) Cloning, expression and characterization of a novel membrane progestin receptor and evidence it is an intermediary in meiotic maturation of fish oocytes. Proc. Natl. Acad. Sci. USA 100: 2231-2236. Zhu Y, Bond JE, Thomas P (2003) Identification, classification and partial characterization of genes in humans and other vertebrates homologous to a novel fish membrane progestin receptor. Proc. Natl. Acad. Sci. USA 100:2237-2242. Thomas P, Zhu Y, Pang Y (2003) Current knowledge of the nature and identity of progestin and estrogen membrane receptors in fish gonads. in The Identities of Membrane Steroid Receptors. Watson, C.S. ed. Boston: Kluwer Acaemic Publishers, 131-138. Zhu Y, Stiller JW, Shaner MP, Baldini A, Scemama JL, Capehart AA (2004) Cloning of somatolactin α and β cDNAs in zebrafish and phylogenetic analysis of two distinct somatolactin subtypes in fish. Journal of Endocrinology 182: 509-518. Thomas P, Pang Y, Zhu Y, Detweiler C, Doughty K (2004) Multiple rapid progestin actions and progestin membrane receptor subtypes in fish. Steroids 69:567-573. Hanna RN, Pang Y, Thomas P, Zhu Y (2006) Cell Surface Expression, Progestin Binding and Rapid Nongenomic Signaling of Zebrafish Membrane Progestin Receptors α and β in Transfected Cells. Journal of Endocrinology 190: 247 - 260. Nguyen N, Sugimoto M, Zhu Y (2006) Production and purification of recombinant somatolactin β and its effects on melanosome aggregation in zebrafish. General and Comparative Endocrinology 145: 182-187. Xie C, Nguyen N, Zhu Y, Li Q (2007) Detection of the recombinant proteins in single transgenic microbial cells using laser tweezers and ramen spectroscopy. Analytical Chemistry 79: 9269-9275. Zhu Y, Song D, Tran N, Nguyen N (2007) The effects of the members of growth hormone family knockdown in zebrafish development. General and Comparative Endocrinology 150: 395-404. Thomas P, Pang Y, Dong J, Groenen P, Kelder J, de Vlieg J, Zhu Y, Tubbs C (2007) Steroid and G Protein Binding Characteristics of the Seatrout and Human Progestin Membrane Receptor Alpha Subtypes and Their Evolutionary Origins. Endocrinology 148: 705-718. Nguyen N, Stellwag EJ, Zhu Y (2008) Prolactin modulating organogenesis in the vertebrate-recent discoveries in zebrafish. Comp Biochem Physiol C Toxicol Pharmacol. 148:370-380. Zhu Y, Hanna RN, Schaaf MJM, Spaink HP, Thomas P (2008) Candidates for membrane progestin receptors in vertebrate gametes—past approaches and future challenges. Comp Biochem Physiol C Toxicol Pharmacol. 148:381-389 Summers K, Zhu Y (2008) Positive selection on a prolactin paralog following gene duplication in cichlids: adaptive evolution in the context of parental care? Copeia, 4: 872-976.

238 Nguyen, N, Zhu Y (2009) Prolactin functions as a survival factor during zebrafish embryogenesis. Comp Biochem Physiol A Mol Integr Physiol. 153:88-93. Hanna R, Zhu Y (2009) Expression of membrane progestin receptors in zebrafish (Danio rerio) oocytes, testis and pituitary. General and Comparative Endocrinology 161:153-157 Carnevali O, Tosti L, Speciale C, Peng C, Zhu Y, Maradonna F (2010) DEHP impairs zebrafish reproduction by affecting critical factors in oogenesis PLoS One. 5:e10201. Hanna RN, Daly SC, Pang Y, Anglade I, Kah O, Thomas P, Zhu Y. (2010) Characterization and expression of the nuclear progestin receptor in zebrafish gonads and brain. Biol Reprod 82: 112- 122.

RESEARCH/CREATIVE ACTIVITY SUPPORT

PI, East Carolina University Research/Creative Activity Grant “Localization of novel membrane steroid receptor subtypes”. 2002-2003. PI, NSF IOS-0315349 “RUI: Production and characterization of membrane steroid receptor subtypes”,. $372,511. 2003- 2007 PI, East Carolina University Division of Research & Graduate Studies Research 2007 Development Award Program “Developing zebrafish as a model for studying nongenomic actions of steroids” July 1st, 2007-June 30th, 2008. Co-PI, NSF 0957148 The role of membrane progestin receptor in progestin-facilitated lordosis, Jan, 2010-Dec, 2010.

COURSES TAUGHT

BIOL 3320 The Principles of Animal Physiology BIOL 5630 Comparative Animal Physiology BIOL 6082 Fundamentals of Vertebrate Endocrinology BIOL 7080 Molecular Endocrinology BIOL 7630 Fish Physiology BIOL 7890 Current Literatures in Molecular Biology

RECENT GRADUATE STUDENT TRAINING EXPERIENCE

No current graduate students at the present time.

239 Students Mentored

First Year Last Name Name Degree Graduated Title of Thesis / Dissertation Cloning of somatolactin a and b cDNA 2003 Shaner Michael MS subtypes in zebrafish, Danio rerio Expression of GH/PRL/SL and effects of 2005 gene expression knockdown on zebrafish Song Danyin MS (Danio rerio) development Characterization of zebrafish membrane 2005 progestin subtypes in zebrafish, Danio Hanna Richard MS rerio Localization and changes of nuclear 2010 progesterone receptors in zebrafish Daly Sean MS oocytes and adjacent follicular cells. Studies of nongenomic progestin 2009 Hanna Richard PhD receptors in zebrafish

240