Biology Program Review 2018 Final with Appendices Hart

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University of Hawaii at Hilo, Department of Biology 2018 Program Review

I Mission Statement

The mission of the Department of Biology is to provide students at the University of Hawai`i at Hilo with sound and rigorous training in the biological sciences. The Department emphasizes hands- on, individualized learning for students and active research by faculty with opportunities for students to participate in research. The Department offers the Bachelor of Arts and the Bachelor of Science degrees, and these programs of study provide a strong foundation for students to pursue careers in biology from the baccalaureate level or to enter graduate programs of training in biological science. The Biology Department also offers courses for students majoring in other natural sciences, for students training for careers in science education and health sciences, and for students in the liberal arts general education curriculum. The department supports faculty excellence in teaching, research, and service. The Department serves students and the communities of Hawai’i Island and State as well as students from the mainland United States and Asia-Pacific region who are attracted to study biology in the special natural environment of the Hawaiian Islands.

Goals Curriculum The Biology curriculum provides students with training in the diversity of biological disciplines ranging from ecology, evolution, and conservation biology to cell and molecular biology. Instruction includes a variety of classroom, laboratory, and field experiences which emphasize the unique environment of Hawai’i. Students are given individual attention and the opportunity to work on individual research projects directed by the faculty. The degree programs prepare students for the technical job market or for further study in graduate schools of biological sciences, as well as professional schools in medicine, dentistry, veterinary medicine, and other health-related programs. The program also provides the scientific background for teaching biology at the intermediate and high school levels.

Learning Goals Students will acquire mastery of the major topical areas of biology including:

1. Cell Biology: cell structure and function, organelles, mechanism and regulation of cell division, structure and function of the cytoskeleton and extracellular matrix, nuclear structure and regulation, cellular communication and signal transduction, and the mechanism of development of multicellular organisms.

2. Molecular Biology and Genetics: biochemistry of small molecules and macromolecules, enzyme kinetics and regulation, classical and molecular genetics including transmission genetics, DNA replication, mutation, repair and recombination, gene structure and regulation of gene expression,

1 bacteriophage and virus structure and function, genetic engineering, and sequencing and analysis of genomes.

3. Organismal Biology: diversity of organisms, including phylogenetic relationships, classification, morphology, life histories, and general biology of all life forms; adaptations of organisms to habitats; and origin of life.

4. Population Biology, Evolution, and Ecology: natural selection and population genetics, patterns of evolution, physical environmental influences, population ecology, community ecology, ecosystems, human impacts, and global change.

Students will acquire analytical skills for applying scientific methodology to problems, hypothesis testing, and an understanding of the limitation of science as a way of knowing. They will develop proficiency with quantitative concepts and familiarity with units of measure, statistical analyses, and graphical and tabular presentation of data. They will develop skill in oral and written presentation of scientific information.

Objectives All biology majors have a common core of knowledge of the life sciences that can be applied toward careers in education, laboratory technology, health care professions, natural resource management, biotechnology, or research. They understand the principles of scientific methodology and experimentation as a method of gaining knowledge. They write laboratory reports demonstrating their ability to perform experiments and, in conjunction with a course in biostatistics, organize, analyze, and interpret the quantitative results of experimental work. They develop skill at writing technical reports in these laboratory courses including several that qualify for Writing Intensive credit. They gain both skill and confidence in working with modern analytical instruments and computer technology for data processing. Biology majors complete a capstone seminar course. They research a topical issue in the biological sciences, organize the material, and make a critical oral presentation with illustrations. This presentation is reviewed by faculty and by student peers and evaluated for the quality of scientific preparation, quality of delivery, and quality of audiovisual aids. Non-biology major students gaining general education in biology courses understand basic structure and function of the human body and the common threads of biological structure and function in all living things. They appreciate the application of modern biological science to understand personal and societal impacts of its application to medicine, legal proceedings, and the environment. They understand the theory of natural selection as a mechanism for organic evolution and the problems of conservation in coping with the modern extinction crisis. They appreciate the strengths and limitations of the scientific discipline as a way of knowing.

II Executive Summary

The Biology Department continues its long tradition of rigorous programs of instruction for the BA and BS degrees and in providing service courses for general education and to other programs. In recent years, student enrollment in the biology major has shown a slight increase, despite downward trends 2 for the University as a whole. The faculty members are enthusiastic teachers, and many have received awards for teaching excellence. This spirit is extended in their commitments to diverse service activities, service to the University of Hawai’i system and UHH campus, to K-12 education, to the state and local community, and to national and international scientific societies. The Hawaiian Islands are a rich biological setting, and the department invests its curriculum and research interests in the unique natural resources and its conservation challenges. In addition, and in response to student demand, the department has increased its course offerings and research emphasis in the cell, molecular, and biomedical sciences. Faculty activity in research has greatly increased since the last program review, and current faculty are responsible for bringing in over 20 million dollars in extramural grants to the department and university. This grant support has led to increased participation by undergraduates in both lab and field-based research, and increased co-authorship by students on peer-reviewed manuscripts.

A major concern during the last program review was lack of teaching, research, and office space for a quickly growing department. This has been remedied to a large extent through significant improvements to teaching and research labs in the Life Sciences building, the renovation and opening of new classrooms and research labs in the Wentworth building, and the addition of new faculty office space in the new Science and Technology building (STB). Unfortunately, funding to renovate LS3, our major lab for teaching upper-division cell, molecular, and genetics courses was cut at the last minute. The renovation of this, as well as LS 22 teaching lab and the faculty office space in the Life Sciences building remains a top priority for the department moving forward. Another top priority is to increase the department “B” budget, which has remained flat or declined in recent years to the detriment of our ability to offer up-to date laboratory experiences for our students.

III Program Organization and Components

A major goal of the University of Hawaii at Hilo is to challenge students to reach their highest level of academic achievement by inspiring learning, discovery, and creativity inside and outside the classroom. The Department of Biology curriculum addresses this goal by offering training in the diversity of expanding modern biological disciplines, which range from molecular biology and biochemistry through cell biology to ecology and conservation biology. All tenured or tenure track faculty in the UH Hilo Biology Department maintain active research programs (See “Evidence of faculty quality” in section V). This ensures that faculty are up to date on the latest findings in their fields, which translates into up-to-date courses in the classroom. There is a Bachelor of Arts degree in Biology, a Bachelor of Science degree in Biology (Ecology, Evolution, and Conservation Biology track), and a Bachelor of Science degree in Biology (Cell, Molecular, and Biomedical Science track). Approximately 45% of Biology students are following the BA track, 35% the Cell, Molecular, and Biomedical Sciences BS track, and 25% the Ecology, Evolution, and Conservation Biology BS track. Following a unified set of lower division biology courses including Intro Bio I and II plus labs (BIOL 171, 171L, 172, 172L), a cell and molecular biology bridging course plus lab (BIOL 270, 270L), a biostatistics course (BIOL 280), and a general ecology course plus lab (BIOL 280, 280L), the tracks diverge for specialty upper division courses in subjects such as genetics, microbiology, evolution, cell biology, biochemistry, and many others. In support of the stated vision of UH Hilo to “engage every student in applied learning that links theory with practice and connects to the distinctive natural and cultural 3 environments of Hawaiʻi”, all three degrees include ample “hands-on” experiences in the lab and in the field. There is also rigorous training in subjects from related fields such as mathematics, chemistry, and physics. Please see Table 1 for a comprehensive list of all courses offered in the Biology department, as well as the required courses for each track of the major. In addition, please see the 4-year “maps” for each degree in Table 2a-c).

The Biology Department offers several general education and service courses to non-biology majors. BIOL 101 is a one-semester survey course in general biology, and, in keeping with our mission to provide hands-on instruction, we also offer an accompanying laboratory course, BIOL 101L. Natural History of the Hawaiian Islands (BIOL 156) is a general education course with a more specialized ecological orientation, and is attractive to other natural science and education majors. Introduction to Cell and Molecular Biology (BIOL 125) is commonly taken by pre-nursing majors. The pre-professional track for nursing and other allied health professions also is served by our 2 semester BIOL 243, 243L, 244, and 244L series of lecture and laboratory courses in human anatomy and physiology, and the Introduction to Microbiology (Biology 275, 275L) courses. Along with BIOL 171 and 172, these are among the most popular courses offered in the Biology Department. Syllabi for the courses offered by the Department of Biology are provided in Appendix 1.

Table 1. Courses required for each degree (E signifies Biology Elective)

course Required Required Required for GE course for BA in for BS in BS in Cell, or required Biology? Ecol, Molec, and for other Evol, and Biomed? majors? ConsBio? BIOL 101 (General Bio) N N N Y BIOL 101L N N N Y BIOL 125 (Intro Cell and N N N Y Molec. BIOL 156 (Nat. History N N N Y Hawaiian Islands) BIOL 171 (Intro Bio I) Y Y Y N BIOL 171L Y Y Y N BIOL 172 (Intro Bio 2) Y Y Y N BIOL 172L Y Y Y N BIOL 243 (Human A&P E E E Y I) BIOL 243L E E E Y BIOL 244 (Human A&P E E E Y II) BIOL 244L E E E Y BIOL 270 (Intermed. Cell Y Y Y N & Molec.) BIOL 270L Y Y Y N BIOL 275 (Fund. N N N Y Microbio) BIOL 275L N N N Y BIOL 280 (Biostatistics) Y Y Y N BIOL 281 (Gen. Ecology) Y Y Y N 4 BIOL 281L Y Y Y N BIOL 340 (Cellular E E E N Neurobio) BIOL 357 (Evolution) Y Y Y N BIOL 375 (Bio of Y Y Y N Microorgs) BIOL 375L Y Y Y N BIOL 376 (Genetics) Y Y Y N BIOL 376L Y Y Y N BIOL 381 (Conservation E Y E N Bio) BIOL 410 (Biochemistry) E E Y N BIOL 410L E E Y N BIOL 415 (Cell Bio) E E Y N BIOL 415L E E Y N BIOL 436 (Animal E E E N Cognition) BIOL 437 (Marine E E E N mammal Behavior) BIOL 443 (Ecol. Animal E E E N Phys.) BIOL 445 (Behav. Ecol. E E E N & Evol.) BIOL 455 (Plant Ecol.) E E E N BIOL 461 (Immunology) E E E N BIOL 467 (Ecol. E E E N Genetics) BIOL 477 (Avian Bio) E E E N BIOL 481 (Trop. Is. Ecol. E Y E N & Evol.) BIOL 481L E Y E N BIOL 490 (Senior Thesis) E E E N BIOL 495 (Bio Seminar) Y Y Y N BIOL 495 (Bio Seminar) Y Y Y N

Table 2a. 4-year Plan for Biology BA degree

Table 2b. 4-year plan for Biology BS (Cell, Molecular, and Biomedical Sciences track) degree.

Table 2c. 4-year plan for Biology BS (Ecology, Evolution, and Conservation Biology degree)

Curriculum changes since last program review The Biology Department previously offered two BA degrees, including a Cell, and Molecular track and an Ecology, Evolution, and Conservation Biology track. The department has now streamlined the BA to a single BA in Biology with no associated tracks. This BA has fewer prescribed upper division courses than the two BS degrees, and thus allows students to choose a larger variety of upper division electives. In order to meet the diverse needs and interests of students, the department has added a number of new upper division elective courses, including: • Cellular Neurobiology (BIOL 340) • Animal Cognition (BIOL 436) • Marine Mammal Behavior (BIOL 437) • Plant Ecology (BIOL 455) • Immunology (BIOL 461) • Avian Biology (BIOL 477)

Other curriculum changes include: • Changing General Ecology Lab BIOL 280L from required only for BS Ecology, Evolution and Conservation Track students to required for all Biology majors. This was done to ensure that all Biology majors complete at least one field course that utilizes the “natural biological laboratory” that the Big Island is well known for.

7 • Changing the designation of Biostatistics from upper division (BIOL 380) to lower division (BIOL 280). This was done to ensure that students have had exposure to statistics prior to taking upper division courses where it is most needed. • Changing the designation of Genetics from BIOL 466 to BIOL 376. This was done to encourage to take Genetics earlier and also to prepare them for 400 level genetics electives. • Addition of a new “Senior Thesis” course- BIOL 490. This was in response to requests from students to have a strengthen the capstone 495a,b seminar series to include an option that takes advantage of the many undergraduate research opportunities in the Biology Department. There is an expectation that this course will result in a manuscript suitable for publication in a peer- reviewed journal.

Changes in faculty since last review: Since the last program review, the Biology department has grown from eight to the current nine tenure track faculty, plus one joint faculty shared with the Psychology Department. However, this represents a decline since 2012, when the number of faculty peaked at 11. The number of permanent instructors has stayed the same at two.

Tenured faculty and instructors that were in the department during the last program review but that have now left or have emeritus status include: • Don Hemmes (Professor) • Leon Hallacher (Professor) • Susan Jarvi (Associate Professor) • Donald Price (Professor) • Grant Gerrish (Instructor) • Christine Kornet (Instructor, retired Summer 2018)

The current members of the Biology department include: • Jonathan Awaya (Professor, Microbiology) • Jenni Guillen (Instructor, General Biology, Human Anatomy and Physiology) • Patrick Hart (Professor, Animal Behavior, Forest and Avian Ecology) • Matthew Knope (Assistant Professor, Evolutionary Ecology) • Joel Kaufmann (new Instructor Fall 2018, replacing Christine Kornet, Human Anatomy and Physiology) • William Mautz (Professor, Environmental Physiology) • Cam Muir (Associate Professor, Agro-ecology, Ecological Genetics • Stan Nakanishi (Assistant Professor, Neurobiology) • Rebecca Ostertag (Professor, Forest Ecology, Restoration Ecology) • Adam Pack, (Professor- Joint apt. with Psychology, Marine Mammal Behavior, Animal Cognition) • Jolene Sutton (Assistant Professor, Conservation Genetics and Genomics) • Li Tao (Assistant Professor, Biochemistry, Cell Biology) In addition, two regular Biology lecturers include: • Terre Hawkins (Lecturer, General Biology lectures and labs) • Davin Vicente (Cell and Molecular Biology labs, Microbiology labs) 8

Advances in teaching capacity, research capacity, and student outreach

Major renovations were completed in 2017 to LS 15 and 16, two of our primary teaching labs. This included all new lab benches, chairs, ventilation systems, gas and electric connections, flooring, lighting, and safety features. Unfortunately, funding was cut during the planning stages for renovations of our other two teaching labs in LS3 and LS22. Most of our upper division Cell and Molecular focused labs, including Genetics, Cell Biology, and Biochemistry are taught in LS3. As these are rapidly advancing fields, it is very important to offer students a state of the art laboratory for their work. One of the major problems for these labs was that the roof regularly leaked during heavy rain events. New roofing that is currently being installed for the entire Life Science building should take care of this problem, but the labs themselves still contain benches and fixtures from the 1970’s. Completing renovations for LS3 as well as LS 22 remain a top priority for the Biology department.

With the completion of the new Science and Technology Building (STB) in 2011, the Physics and Astronomy Department and the Chemistry Department moved from the Wentworth Building to the second and third floors of STB respectively. All rooms in Wentworth were subsequently renovated, including teaching labs, research labs, classrooms, and faculty offices. The Department of Biology and the Marine Science Department were both assigned new teaching, research, and office space in this building, as was the TCBES program. In addition to the renovation of the large (>100 capacity) Wentworth 1 lecture hall, two new lecture rooms became available to the Biology Department- W9 (capacity 60) and W14 (capacity 40). The layout of these classrooms facilitates both lecture and discussion style courses, so these rooms are commonly requested and utilized by Biology faculty for teaching small to medium sized classes. In addition, two new classrooms on the first floor of STB are used by Biology faculty- STB 108 (capacity 120) is often requested for large classes such as BIOL 172, BIOL 243, BIOL 244, and BIOL 275. STB 118 is a medium sized classroom that is also commonly used for Biology courses.

The completion of STB and the renovation of Wentworth resulted in improvements to office and meeting space available to faculty. Seven new offices are now in use by Biology faculty in STB, as well as three newly renovated offices in Wentworth. With the exception of one instructor who has an older office in the Life Science Building, all Biology faculty now have new or newly renovated office space. In addition, there is a new faculty conference room (STB114) now available for faculty meetings and presentations. This room has a large monitor for powerpoint presentations and a conference table donated by faculty.

The renovation of Wentworth opened up new research space for Biology faculty. Wentworth 17 is a cellular biology and microbiology laboratory currently shared by at least 4 Biology faculty. Wentworth 13 is a “dirty lab” shared by three faculty that conduct ecology and evolution research. In addition, the “Core Genetics Facility” in W15 provides genetics and genomics services for faculty across campus and the local scientific community, as well as being a teaching lab for modern genetics and genomics techniques to both undergraduate and graduate students. The recent renovation of the Life Science Building provided an opportunity to remove >40 years buildup of old research equipment and upgraded the LS 20 and 21 labs to Biosafety level 2. New benches, lighting, ventilation, and safety features have helped to make these labs “state of the art” for conducting genetics, genomics, and microbiology research and for training undergraduate and graduate students. 9

IV Evidence of Program Quality

Trends in the number of majors and minors, Student Semester Hours, Full Time Equivalents, and course enrollments over time in the Biology Department at UH Hilo

The number of Biology majors rose from 199 in 2005 (the year of the last program review) to 270 in 2010, fell steadily to a low of 177 in 2015, and has begun to climb again to the current 189 (Fig. 1). Anecdotally, the sharp rise from 2007 to 2010 was at least partly due to the opening of the new UH Hilo College of Pharmacy, with most “pre-pharm” students being advised to major in Biology. This advising appears to have ended by 2011, when Biology majors began to drop. The number of Biology minors appears to be at a 12-year low of 16 students (Fig. 1). The recent rise in majors is encouraging, given the continued overall 3-5% annual decline in UH Hilo students overall, and is possibly a result of increased effort on the part of Biology faculty to improve student retention. These efforts include reaching out to students who are underperforming or not re-registering between semesters, better communication with transfer students, improving student awareness of research opportunities in faculty labs, and reinvigorating the Biology club. In addition, we have added a number of elective courses to the Biology curriculum in hopes of improving student engagement and excitement for learning. These include Immunology, Cellular Neurobiology, Plant Ecology, and Avian Biology. The Department has also made the lower division General Ecology Lab a required course for all students, which has served to ensure that all students have at least some exposure to the “natural laboratory” that the Big Island is famous for. Finally upgrades and improvements to the Biology Department website have surely improved student awareness of the diversity of course offerings, faculty expertise, and extracurricular activities. Improving student enrollment and retention is an ongoing priority.

Fig. 1. The number of Biology Majors and Minors at UH Hilo each year since 2005. Majors peaked at 270 in 2010 declined to 177 in the Fall of 2015, and have risen back to the current 189.

Trends in the Student Semester Hours (SSH) and Full Time Equivalents (FTE) have paralleled the rise and decline since 2005 in the number of majors and minors (Fig. 2). As indicated in Fig. 3, the relative proportion of FTE taken within vs. outside of major has largely remained unchanged.

Fig. 2. Student Semester Hours (SSH) and Full Time Equivalents (FTE’s) in Biology at UH Hilo since 2005.

Fig. 3. Current FTE in Biology at UH Hilo by major, college, and another college

12 The average class size is currently 25.9 and has ranged from 21.9-30.5 since 2005 (Fig. 4, upper panel). Student/faculty ratio is currently 27.8 and has ranged from 24.5-38.4 since 2005 (Fig. 4, lower panel). Both of these statistics appear to be driven largely by trends in the number of majors over time. Class size is generally largest for the Introductory Biology lectures (BIOL 171 and 172), which attract over 80 and 60 students respectively (Fig. 5a). General Biology (BIOL 101) for non-majors averages over 50 students (Fig. 5a). In addition, Human Anatomy and Physiology (BIOL 243 and 244) both attract over 80 students per semester, and Fundamentals of Microbiology (Biology 275), which is primarily a service course for pre-nursing students generally has over 70 students per semester (Fig. 5b). Class size is fairly ideal for most other lectures, ranging from a mean of approximately 40 for Intermediate Cell and Molecular Biology (BIOL 270) and General Ecology (BIOL 281; Fig. 5b) to 30 for Evolution (BIOL 357; Fig. 5c) to 6-10 for the upper division Tropical Island Ecology and Evolution (BIOL 481; Fig. 5d). All laboratory courses have between 10-24 students.

Fig. 4. Average class size and FTE student to faculty ratio in the UH Hilo Department of Biology since 2005.

Fig. 5a. Course enrollment trends for all 100-level Biology courses at UH Hilo since 2005. Note: Biology 175 and 176 are now Biology 171 and 172.

Fig. 5b. Course enrollment trends for all 200-level Biology courses at UH Hilo since 2005

Fig. 5c. Course enrollment trends for all 300-level Biology courses at UH Hilo since 2005

Fig 5d. Course enrollment trends for all 400-level Biology courses at UH Hilo since 2005

The ratio of courses taught by faculty (including Assistant, Associate, and Full Professors) vs. adjunct (Instructors and lecturers) has stayed fairly constant over time at approximately 60:40 (Fig. 6). The number of instructors (which we consider faculty but are shown as adjunct on these graphs) has remained constant at two since 2005. Still, these graphs demonstrate that the Biology Department would benefit by having additional faculty to teach some courses currently taught by lecturers.

Fig. 6. Instructional FTE (upper panel) and percent of semester hours taught by faculty (Assistant, Associate, and Full Professor) vs Adjunct (Instructors and lecturers) (lower panel) in the UH Hilo Department of Biology since 2005. Faculty are represented by green bars and adjunct by lavender. The number of BA degrees awarded yearly in Biology has been somewhat variable, but there has been a steady increase over time in the number of BS degrees awarded (Fig. 7). Most recently, there has been a single year decline in the number of Minors awarded (Fig. 8). This may be a reflection of a decline that began in 2015 in students minoring in Biology (Fig. 1).

Fig. 7. The number of BA and BS degrees awarded to Biology majors at UH Hilo from 2005 to the present. Numbers in green circles represent the number of students with native Hawaiian ancestry.

Fig. 8. The number of Biology minor degrees awarded at UH Hilo since 2005.

Evidence of Student Success

Student Assessments While not perfect, standardized student assessments are one way to measure, monitor, and provide evidence for student success. As of this writing, Biology students have taken part in three assessments:

Assessment 1- Student Learning Outcome #4 (Analysis) found at http://hilo.hawaii.edu/catalog/biology.html is to “acquire proficiency with quantitative concepts, statistical analyses, and graphical presentation of data”. To assess the abilities of UH Hilo Biology students in this area, a UH Hilo Quantitative Reasoning Assessment Committee was formed that focused on both the "analysis" and "visual representation" aspects of the QR rubric (see Appendix 2), including critical thinking skills. Analysis and visual representation were chosen as opposed to computation, since the study was intended for all students, not just STEM majors who are generally more adept at computation, and visualization and analysis incorporate a higher degree of critical thinking. The committee wanted to know:

1. Can students interpret quantitative information represented graphically? (Visual) 2. Can students extrapolate such quantitative information to solve related problems that one might encounter in everyday life? (Visual and Critical Thinking) 3. Are our graduating students more proficient at quantitative critical thinking and visual representations than incoming freshmen?

The assessment was given to a group of 71 Biology majors in the spring of 2015.

Assessment Details

This was a Direct True/False Assessment, administered in classes, without prior notice. Students were allotted 15 - 20 minutes. The QR Assessment Committee provided the assessments to the instructors, who then administered 17 the assessment in their classes and returned the assessments to the committee for scoring and analysis of the results. The assessment mechanism was developed by the math department, primarily through the collaboration of the QR Assessment Chair and the Mathematics Department Chair. It was decided, in accordance with the QR Core Competency Rubric that scores would be interpreted as 0 = "Beginning," 1 = "Emerging," 2 = "Competent," and 3 = "Advanced." Ideally, the committee wanted to see a high percentage of students earning a score of 2 or 3. As shown in Table 3, mean total scores for all three questions were mid-way between emerging and competent. This test will be administered at regular intervals and it will be of great interest to determine if future scores are similar, and if so, are there mechanisms to improve student learning in this area. Please see Appendix 2 for additional information on the assessment based on a report prepared by Mitchell Anderson (Dept. of Mathematics) in August 2015:

Q1 Q2 Q3

n Mean Mean Mean Mean Total score

Junior 7 0.86 0.29 0.43 1.58

Senior 64 0.73 0.25 0.48 1.46

All 71 0.75 0.30 0.48 1.53

Table 3. Quantitative Reasoning Student Assessment scores for upper division UH Hilo Biology majors

Student Learning Outcome #5 (Communication) found at http://hilo.hawaii.edu/catalog/biology.html is to “develop skills in written and oral interpretation, synthesis, and presentation of data”. To assess the abilities of UH Hilo Biology students in this area, two different assessments were conducted, including the Written Communication Core Competency Assessment (Assessment 2) and the Oral Communication Core Competency Assessment (Assessment 3):

Assessment 2: For the Written Communication Core Competency Assessment, students in the senior level Biology 495 seminar were asked to identify a specific biological topic, formulate hypotheses, undertake research to address their hypotheses, and communicate their results in an 8-10 page research paper in CSE format with a proper bibliography. A “rubric for written communication (Appendix 2) was used by the Assessment Support Committee, which is made up of eight faculty/librarians. Seventeen (n=17) papers were blind-read by two readers from the committee. The readings indicated that 5 of 17 (or 29%) of student were approaching or near competency, with the rest (>70%) exhibiting competency or advanced skill in writing (Table 2). However Readers noticed that in a number of papers, the section called “Discussion” was rather weak. Readers also noticed that in some instances, grammar 18 and prose errors contributed to some problems with readability. Of concern was the lack of consistency in citation formatting. The readings indicate that 5 of 17 (or 29%) of student were approaching or near competency, with the rest (>70%) exhibiting competency or advanced skill in writing.

Faculty will highlight the importance of improving the Discussion section of student papers. To improve grammar, faculty will increase the use of peer-proof reading. Also, we will expand the practice of having students turn in multiple drafts for editing. To improve the Citations section, students will be directed to follow a single citation style.

Line of Org/Structure Content Language/Grammar Average Reasoning Paper 1 Reader 1 3 3 3 3 Reader 2 2 3 2 3 2.5 3 2.5 3 2.75 Paper 2 Reader 1 3 3 4 3 Reader 2 3 3 3 3 3 3 3.5 3 3.125 Paper 3 Reader 1 3 3 3 3 Reader 2 3 3 3 3 3 3 3 3 3.00 Paper 4 Reader 1 3 3 3 2 Reader 2 2 2 2 3 2.5 2.5 2.5 2.5 2.5 Paper 5 Reader 1 4 3 3 3 Reader 2 4 4 3 3 4 3.5 3 3 3.375 Paper 6 Reader 1 2 3 3 3 Reader 2 3 4 3 4 2.5 3.5 3 3.5 3.125 Paper 7 Reader 1 3 4 3 4 Reader 2 4 4 4 4 3.5 4 3.5 4 3.75 Paper 8 Reader 1 3 3 3 3 Reader 2 3 3 3 2 3 3 3 2.5 2.875 Paper 9 Reader 1 3 3 3 3 Reader 2 2 3 3 3 2.5 3 3 3 2.875 Paper 10 Reader 1 4 4 3 3 Reader 2 3 3 3 2 3.5 3.5 3 2.5 3.125 Paper 11 Reader 1 3 3 3 4 Reader 2 4 4 4 4 3.5 3.5 3.5 4 3.625 Paper 12 Reader 1 4 4 4 3 Reader 2 4 4 4 4 19 4 4 4 3.5 3.625 Paper 13 Reader 1 4 4 3 3 Reader 2 4 3 3 3 4 3.5 3 3 3.375 Paper 14 Reader 1 3 3 3 4 Reader 2 4 4 3 4 3.5 3.5 3 4 3.5 Paper 15 Reader 1 3 3 3 3 Reader 2 2 2 2 2 2.5 2.5 2.5 2.5 2.5 Paper 16 Reader 1 3 3 4 4 Reader 2 4 3 3 4 3.5 3 3.5 4 3.5 Paper 17 Reader 1 4 4 4 4 Reader 2 3 4 3 4 3.5 4 3.5 4 3.75 3.205 3.294 3.117 3.235 3.21

Table 2. Written Communication Core Competency Assessment outcomes in four areas (line of reasoning, organization/structure, content, language/grammar) for 17 senior level UH Hilo Biology students. Possible scores in each category range from 1 (beginning) to 4 (advanced).

Assessment 3- Oral Communication Core Competency Assessment. For this assessment, nine students from the senior level Biology 481 (Tropical Island Ecology and Evolution) course gave a 15 minute oral powerpoint presentation of results from ecological field studies in which students designed an experiment, and collected and analyzed data. Three reviewers that consisted of faculty members from the UH Hilo Department of Biology scored each student from 1 (beginning) to 4 (advanced) based on each of four core competencies, including organization/structure, content, language, and delivery. Overall, reviewers were very impressed with the overall quality of the presentations. Mean scores for the organization/structure, content, and language competencies were 3.96, 3.9, and 4.0 respectively. The mean scores for the delivery competency was slightly lower at 3.42 but still relatively good.

Student Reviewer 1 Reviewer 2 Reviewer 3

Mean 1 Org. and Structure 4 4 4 4.0 (OS) Content C 4 4 4 4.0

Language (L) 4 4 4 4.0

Delivery (D) 3 3 3 3.0 2 4 4 4 4.0 (OS) C 4 4 4 4.0

(L) 4 4 4 4.0

(D) 3 3 3 3.0 20 3 4 4 4 4.0 OS C 4 4 4 4.0

L 4 4 4 4.0

D 4 3 4 3.7 4 4 4 4 4.0 OS C 4 4 4 4.0

L 4 4 4 4.0

D 4 3 4 3.7 5 4 4 4 4.0 OS C 4 4 4 4.0

L 4 4 4 4.0

D 4 3 4 3.7

OS 4 4 4 4.0

C 4 4 4 4.0

L 4 4 4 4.0

D 4 3 4 3.7

OS 4 4 3 3.7

C 3 4 4 3.7

L 4 4 4 4.0

D 3 3 3 3.0

OS 4 4 4 4.0

C 3 4 4 3.7

L 4 4 4 4.0

D 4 3 3 3.3

OS 4 4 4 4.0

C 3 4 4 3.7

L 4 4 4 4.0

D 4 3 4 3.7

Table 3. Oral Communication Core Competency Assessment outcomes in four areas (organization/structure, content, language, delivery) for nine senior level UH Hilo Biology students. Possible scores in each category range from 1 (beginning) to 4 (advanced).

Evidence of Faculty Quality In 2015, the Biology faculty approved an outline that established a clear set of expectations for Teaching, Research, and Service for faculty at all ranks. Please see Appendix 4 for the approved outline. As summarized below, the Biology faculty has met and/or exceeded these expectations:

Teaching Teaching excellence is a hallmark of the faculty in Biology and teaching ability and effectiveness in a multicultural setting are primary qualifications that faculty in Biology look for in new hires. Three of our current faculty have received University-level awards for teaching excellence. Most lecture courses in Biology are characterized by relatively small class sizes (see Fig. 4) which allows faculty to conduct courses interactively, to better engage with students, and to get to know them individually. Faculty generally present lectures in multiple media formats, that include powerpoint with bulleted content outlines, drawing on the whiteboard, iclicker quizzes, “flipped classroom” activities, and in-class group exercises. Feedback from students through end-of- semester course evaluation forms indicates that most appreciate having access to daily course materials online through Laulima (the UH system educational server), so most faculty post their lectures or class notes online in this format. All faculty are available to students for at least three hours per week during regularly scheduled office hours. In addition, most are happy to meet and advise students outside of normal office hours, or when their door is open.

Research All Biology faculty at the Assistant Professor level or above maintain active research programs. Since the last Biology program review in 2005, the nine current Biology faculty have brought in approximately $20.5 million in extramural grant funds and published 136 manuscripts in peer-reviewed journals. This output is especially impressive considering four of the nine current faculty (Tao, Nakanishi, Sutton, and Knope) have been in the department four years or less and the teaching commitment of nine credits per semester is relatively high. Much of the grant money has come from federal agencies such as the National Science Foundation and the National Park Service. Examples include:

• NSF-RAPID (2018). Cascading effects of rapid and widespread mortality of a foundation tree species on animal communities in Hawai`i ($197,000).

• National Park Service (2018). Front-line training experience for youth in conservation ($153,800).

• National Park Service (2018). Evaluate status of composition, distribution, and structure of wet forest and subalpine habitat in Pacific Island Parks ($281,000).

• National Park Service (2017). Monitoring wildlife behavior in relation to air tour operations ($70,288).

• Hawai‘i Army National Guard (2017) “Functional Trait-Based Restoration”, ($177,017).

• National Park Service (2017). Invasive species research, support, and outreach at Haleakalā National Park ($252,340).

• State of Hawai‘i Department of Land and Natural Resources (DLNR), (2017)

22 “Establishing Wolbachia cytoplasmic incompatibility for mosquito population suppression in Hawai‘i” ($45,292).

• NSF RAPID (2018). Pacific Islands Reefs Under Siege: An Undergraduate Training Partnership, ($199,026).

• Office of Mauna Kea Management (2017). The distribution of native Hawaiian birds and bats within University of Hawaii management areas on Maunakea. ($260,000).

• RISE/SHARP (2016) Research opportunities for minority students ($2,100,000).

• National Park Service (2016). Landbird monitoring in three National Parks in the Pacific Island Network ($297,000).

• Hawai‘i Army National Guard, “Functional Trait-Based Restoration”, (2016) ($177,662).

• NSF REU Site, (2015) “REU Site: Conservation Science in Hawaiian Ecosystems”, ($356,159).

• NSF-CREST (2014). Understanding Biotic Response to Environmental Change in Tropical Ecosystems Through a Place-Based Context ($4,999,999).

• U. S. Forest Service (2013). Climate change impacts on function of nearshore tropical ecosystems ($39,600).

• UH Climate Science Center (2013). Reconstructing pre-historic climate variability in Hawaii and the tropical Pacific. ($81,000)

• UH Hilo Climate Science Center, (2012). “Stand Level Water Use in Forests of Contrasting Rainfall Regimes: Assessing the Impacts of Future Drying on Native Hawaiian Ecosystems, ($189,989).

• National Park Service (2012). Vegetation inventory and mapping support ($515,419)

• Department of Defense, SERDP Program, (2013). “Developing Novel Ecosystems that Enhance Carbon Storage, Native Biodiversity, and Human Mobility in Lowland Forests”, ($1,695,727).

• National Park Service (2010). Landbird inventory and monitoring ($300,426).

• NSF REU Site, (2010). “Undergraduate Research Experience in Tropical Conservation Science” ($508,159).

• NSF-CREST (2008). CREST Center in Tropical ecology and evolution in marine and terrestrial environments, ($4,999,999).

• Moore Foundation (2008). Testing the Barcoding Method on Hawai`i Island (Evolution Island), ($1,179,415).

23 • NSF Ecosystem Studies, (2005) “CAREER: Significance of Foliar Nitrogen and Phosphorus Accumulation in Tropical Forests”, $500,000.

Faculty in the UH Hilo Department of Biology maintain active collaborations with faculty across the UH system, as well as nationally and internationally. In addition, they regularly collaborate with scientists at a variety of state and federal agencies. Evidence of research quality is provided not just by the volume of peer-reviewed publications, but also by the quality of journals in which they publish. All publications are listed with faculty CVs in Appendix 3. Some examples of the journals are included below: • Science • Nature Communications • Nature Protocols • Nature Ecology and Evolution • Ecological Monographs • American Naturalist • Proceedings of National Academy of Sciences (PNAS) • Annual Review of Ecology, Evolution, and Systematics • Proceedings of the Royal Society B • Applied Environmental Microbiology • Fems Microbiology Letters • Journal of Natural Products • Systematic and Applied Microbiology • Journal of Bacteriology • Ecology • Oikos • Oecologia • Animal Behaviour • Behavioral Ecology • Journal of Ornithology • The Auk • Molecular Ecology • Ecological Applications • Journal of Tropical Ecology • Biological Conservation • Plos One • Environmental Science and Policy • Biological Invasions • American Journal of Thermal Biology • Molecular Phylogenetics and Evolution • Journal of Neuroscience • Epilepsia • Restoration Ecology • Global Ecology and Biogeography • Journal of Ecology • Foundations of Restoration Ecology • Methods in Ecology and Evolution 24 • New Zealand Journal of Ecology • BMC Evolutionary Biology • Molecular Biology of the Cell

The active research labs maintained by Biology faculty have provided excellent opportunities for undergraduate students to participate in mentored research projects. Since 2005, approximately 170 undergraduate students have taken part in this research, which is often associated with Directed Studies (BIOL 399 or 499) credit. Many students have served as co-authors on manuscripts resulting from this work. Please see faculty CVs in Appendix 3 for a comprehensive list of the names of the students that have taken part in faculty research and for more details about the types of research projects students participate in.

Service The Biology Department faculty engage in numerous and diverse service to the university, community, and national organizations. For the University of Hawai’i at Hilo, Biology Department faculty members regularly serve on faculty governance bodies and university committees, including: the College of Arts and Sciences (CAS) Senate Faculty Congress, College of Natural and Health Science Transition Committee, the UH Hilo Academic Advising Task Force, the Academic Policy Committee, Curriculum Review Committee, Chancellor’s Scholarship Committee, Graduate Council, Research Council, TCBES Executive Committee, DPC and TPRC committees, and the UHH Sustainability committee. Service to students in the department and the public include Premedical advisor to undergraduates, Biology Club advisor, and advisor to the Aspiring Doctors of Hilo Club. Biology faculty interact with the public on an individual level by giving community talks to various civic groups, by participating in tours, serving as judges at district science fairs organized by the University, and by mentoring intermediate and high school science students for district science fairs. The Biology Department regularly hosts groups of K-12 school children for open houses in our teaching laboratories with hands-on biology demonstrations. Biology faculty members interact with and provide professional expertise for numerous state and federal agencies including the Hawaii Department of Forestry and Wildlife, the State Natural Area Reserve System, the Department of Land and Natural Resources, the Hawai'i Volcanoes National Park Inventory and Monitoring program, the USGS Biological Survey, the state of Hawaii Endangered Species Recovery Committee, and the USDA Forest Service. The UH Hilo Department of Biology also manages a Biological Field Station at Hakalau Forest National Wildlife Refuge that serves as a center for research and education for scientists and students across Hawaii and the U.S. UH Hilo Biology faculty also serve on editorial boards of scientific journals, regularly serve as reviewers for most of the journals that they publish in (see above), and review grant proposals for the National Science Foundation and National Institutes of Health. Please see individual faculty CVs in Appendix 3 for a comprehensive list of the various service activities they regularly participate in.

V Future Program Goals and Resource Requirements

Facilities, Equipment, and Support - Moving forward, the renovation of LS 3 and LS 22 teaching labs, as well as the faculty office space in the Life Sciences building (LS 4-LS 12) are top priorities. All of these Life Science rooms have apparently not been renovated in at least four decades. LS 3, our primary lab for teaching upper- division cell, molecular, and genetics courses, is particularly urgent as it is embarrassingly out of date.

25 Another top priority is to increase the department “B” budget, which has remained flat or declined in recent years to the detriment of our ability to offer up-to date laboratory experiences for our students. One mechanism to improve the teaching labs would be to request lab fees from students for the purchase of their lab supplies. This would allow the department to focus on using the “B” budget to update and maintain equipment.

The purchase of a 4WD van for class field trips has been a long-time need in the Biology Department as well as other CNHS departments such as Geology. The fact that UH Hilo is surrounded by a spectacular “living laboratory” is often used in advertisements to students, but faculty need more support to provide students access to many of these areas. The department currently maintains two 11-passenger vans for class field trips, but they are 2-WD and are inadequate for accessing many important off-road areas, including the UH Hilo Hakalau Forest Biological Field Station.

Website quality is a reflection of the institution, and improved support for maintenance of the department website is critical to providing students with a user-friendly interface that gives up-to-date information on a variety of topics. Maintenance of the website is currently done as a service by Biology Instructor Jenni Guillen. While she has done a fantastic job, it would be more efficient in the long-term to have a dedicated individual, perhaps at the college level, whose job description includes website maintenance for all departments within the college.

Improved support for conducting research has been identified as a major goal by some Biology Department faculty. Faculty are expected to conduct cutting-edge research in their field, but are constrained by the relatively high teaching load of 9 credits per semester. Biology faculty also consistently serve as research mentors to Biology undergraduates seeking field and lab experience through Directed Studies (BIOL 399 and 499) courses. These courses are taught without compensation. One potential way to provide more research time for research- active faculty is to pool all Directed Studies credits for the semester and have them all go to a single faculty member, which would rotate each semester or year, depending on the number of credits being taken. A total of 30 credits of Directed Studies per semester would be equivalent to a single 3-credit course with 10 students. This could potentially pay for a single release for a faculty that would provide increased time for research or grant- writing.

26 VI External Reviewers Report

External Program Review of Department of Biology, University of Hawai`i at Hilo by Sheila Conant, Ph.D. Professor and Chair Emerita Department of Biology, University of Hawai`i at Mānoa

Summary

• The Department of Biology at University of Hawai`i at Hilo (UHH) offers students a rigorous education in biological sciences, including a wide variety of scientific approaches and techniques and numerous opportunities for hands-on research. The faculty enjoy teaching and have excellent research productivity— comparable to that of biology faculty at research universities offering doctoral degrees. They are dedicated to maintaining quality in both teaching and research. Not only have faculty won teaching awards, their record of service to local community (e.g., k-12 education) is excellent and they are also active in national and international scientific societies.

• The success of the students in completing their academic programs and following appropriate career paths after graduation is excellent. Opportunities for students to do hands-on research with faculty on real-world problems and questions in The Big Island’s unique living laboratories are unprecedented.

• A variety of agencies in Hawai’i (examples of natural resource management agencies include the Hawaii State Department of Land and Natural Resources, the U.S. Forest Service, the U.S. Fish and Wildlife Service and U.S.G.S. Pacific Island Ecosystems Research Center) demonstrate the degree to which they value UHH faculty and students by awarding research grants directed at understanding phenomena that affect Hawaii’s natural resources, including both fresh and marine ecosystem water quality, forest health (ROD), endangered species (e.g., mosquito vectors of human [e.g., dengue fever] domestic animal [e.g., dog and cat heartworm] and avian diseases [malaria]). The Department also participates in the RISE/SHARP program funded by NIH.

• A glance at the titles of funded faculty research projects of Biology faculty, as well as the many published papers resulting from their work clearly demonstrate how this research serves the greater community while simultaneously training students in the knowledge and practice of biology, including cell and molecular biology, evolution, behavior, genetics, ecology, natural resource (e.g., forests, coral reefs, water quality) management, and conservation biology. Faculty have been awarded numerous research grants from some of the agencies mentioned above as well as from NSF and NIH.

• One of Biology’s most impressive attributes is the contribution that faculty and students make to the Big Island community through the results of research that is often done as part of formal coursework.

27 • Workload, facilities and morale and issues challenge this hard-working faculty. Clarification of workload and budgeting (e.g., use of overhead funds) is warranted, and efforts to improve communication between faculty and administrators need to be strengthened by both groups. Support for website development is badly needed.

Review procedure

This review is based on a thorough examination of Department of Biology documents including previous (2002, 2005) program reviews, the summary of the Departments of Biology/Marine Biology Strategic Planning Listening Tour (3/8/19), and, most important, a comprehensive self-review document written by Dr. Patrick Hart, then Chair, in Spring 2018, which included faculty CVs, course syllabi, a statement of expectations of Biology faculty and a student assessment appendix. The latter document should be considered an essential companion to this review. Over a two-day period, last April, I met with all the Biology professors as well as undergraduate majors, the Dean of Natural and Health Sciences (Jim Beets) and Vice-Chancellor for Academic Affairs (Ken Hon). Pat Hart and I met several times before and after my April visit. During my 40 years on the UHM faculty I served as chair of two different departments at UHM for a total of 13 years. As a department chair, I wrote several departmental self-reviews, in addition to serving on external review teams for other programs, including Department of Biology at BYUH and the TCBES MS program at UHH (several times). Because I have spent a lot of time working and living on the Big Island since the 1970s, I have met and gotten to know quite a few UHH faculty. I have high regard for the quality of teaching and the research productivity of UHH natural science faculty members as well as the quality of students.

Internal Program Review (Self-Study)

An excellent internal program review was written in 2018 by Prof. Pat Hart when he was Department Chair. This “self-study” is comprehensive, providing details on changes made in response to the most recent external review, a summary of where the Department stands with respect to staffing, budget and facilities, proportion of teaching done by regular and adjunct faculty, descriptions of curricula and courses for Biology majors, a history of recent enrollment trends, a summary of evidence of program quality, detailed evidence of student success, detailed evidence of faculty quality vis a vis teaching, research (including grant and publications) and service, and, finally a section “Future Program Goals and Resource Requirements”. The document has, in addition, four useful appendices: Appendix 1. Biology Course Syllabi Appendix 2. Student Assessment Appendix Appendix 3. UH Hilo Biology Faculty CVs Appendix 4. Expectations of Biology Faculty

For convenience, I have included the Executive Summary of this excellent self-study at the end of this review document. This self-study provides important information that I did not duplicate my external review and should be considered a companion document to this review.

What are the most important challenges facing the UHH Department of Biology?

Workload: For the faculty this is the most important issue. Teaching loads are too heavy; this is especially difficult for faculty with active/funded research projects, and that includes most of them. Mechanisms for release from teaching are not clear. The fact that positions vacated by retirement have not been filled seems to indicate

28 lack of support from higher administration and is discouraging for the department. Providing assistance to faculty teaching laboratory courses should be a high priority.

Morale: Faculty feel that UHH administration doesn’t consider research important because attention is not called to department’s productivity in this regard and there are few options for relief from teaching for productive researchers. Also, it is not clear to the faculty what happens to overhead funds generated by their grants. Return of overhead affects, among other things, teaching buyouts.

Facilities: Although both the new building and the remodeled Wentworth Hall offer good lecture rooms teaching labs and faculty offices, the much-needed remodeling of LS3 and LS22 teaching labs has not been completed, compromising the quality of teaching and learning in Cell and Molecular Biology courses. Equipment repairs, particularly of air conditioning, negatively affects student learning and operation and maintenance of scientific equipment. Solving physical plant problems is an administrative, rather than academic, responsibility. Faculty feel powerless to deal with these problems.

Website Support There is no support for website design and maintenance, which is critical, and it is certainly too much to expect busy faculty to handle this task.

Resolution of Issues

Workload – How can faculty get a modest reduction in their teaching loads without compromising the quality and availability of coursework?

Staffing changes since last review • To quote the 2018 (internal) program review mentioned above, “Since the last program review, the Biology department has grown from eight to the current nine tenure track faculty, plus one joint faculty shared with the Psychology Department. However, this represents a decline since 2012, when the number of faculty peaked at 11. The number of permanent instructors has stayed the same at two.” • The two tenure-track FTE should be restored to Biology to ease workload and in recognition of its excellent teaching and high research productivity.

Course/Workload Releases

• It is suggested that the faculty invite the Dean and possibly the Vice Chancellor to meetings where the protocol and costs (from overhead dollars) of course buyout can be discussed and clarified. Currently the administration asks for over $10k for a course buyout, presumably to cover salary and fringe benefits to a teaching replacement. However, Lecturers, which would cost quite a bit less are often hired. • Ask Dean Beets to pressure the Faculty Senate to respond to his request that they create a “metric” for including research in workload calculation. This metric should not only consider research productivity, but also teaching courses in TCBES and perhaps Writing Intensive classes. It should be noted that some university departments do not include directed reading and research courses (e.g., 499- and 699) or the number of grad students advised in workload formulae, in spite of the effort these activities require. 29

Assistance with Laboratory courses • Teaching natural science is logistically demanding because of the necessity for laboratory courses and the associated impact on faculty workload. Laboratory courses usually require three hours of classroom time per credit hour, as opposed to the 1 to 1 ratio of classroom time to credit hours for lecture courses. • To meet workload (i.e., credit hours) expectations, faculty teaching lab courses must not only spend proportionately more time per credit hour of workload in the classroom, they are also expected to order equipment and supplies for lab experiments, set up lab experiments and exercises, and to ensure laboratory classrooms are safe and clean.

Graduate or Undergraduate Teaching Assistants—or both? • At universities offering graduate degrees, laboratory courses are routinely taught by graduate teaching assistants with faculty supervision. Teaching assistants normally work half time for extremely modest salaries and are given tuition waivers. Graduate teaching assistantships are known to benefit undergraduate learning. • Providing additional teaching assistantships for Biology lab courses to qualified (e.g.,TCBES, College of Agriculture, College of Pharmacy) graduate students would not only provide relief to faculty teaching lab courses, they would also provide much needed support (and teaching experience) to graduate students in UHH’s excellent MS program in Tropical Conservation Biology and Environmental Science or to other biologically-based graduate programs (Colleges of Agriculture and Pharmacy). • Increasing the number of teaching assistants available to the Biology Department should be seriously pursued by both faculty and administrators by appealing to the System-level administration, while calling attention to the high quality and productivity of the faculty’s research, teaching and graduate student training. • Another way to support faculty teaching lab courses that would also benefit students—undergraduate Biology majors in this case—would be to offer a special 1-credit course for seniors in which they would assist with laboratory teaching. Some biology programs not only offer such courses, they are required of majors. Such requirements not only assist faculty, they give students valuable practical experience in skills like teaching and establishing and following lab and safety protocols, as well as mentoring their fellow students. If the course is made repeatable, some students might enjoy it so much they might take it more than once.

Curriculum • The departmental curriculum committee (or the faculty as a whole) could thoroughly review required courses for Bachelor’s degrees and compare biology courses with courses covering similar material offered by other departments (including those in other colleges). It would be a good idea to include an undergraduate major in this process so that students have representation and because they may have interesting ideas and viewpoints. • If there are courses in other departments/programs at UHH that cover similar topics, techniques, etc., allow Biology majors to take those courses to satisfy requirements. This could reduce enrollments in required courses so that they could be offered less often or at least have fewer students enrolled. Because this would likely decrease enrollment, there could be a decrease in funding dependent on enrollment. • Does Hawai`i Community College offer any courses that UHH Biology majors could take and earn credit towards their degrees? If so, students should be apprised of such opportunities.

30 • Has the department reviewed the curriculum recently asking whether any courses could be eliminated, combined or offered alternate years? • Vice Chancellor Hon suggested that Biology, Marine Biology and College of Agriculture departments could share electives. This could also disperse teaching load somewhat.

Student concerns About 20 undergraduate majors (all women, interestingly enough) attended the pizza lunch to talk with me. Here are some of their questions and concerns about requirements:

Why do we need a year of physics? (I remember wondering this myself!) Why are so many writing intensive courses required? Why is a scientific writing course required? It is “useless”. Degree tracks are inflexible and too specialized.

These are the sorts of questions/complaints undergraduates in many universities express, and the faculty are unlikely to change these requirements. However, it might be helpful to student morale to have an opportunity to voice these concerns to faculty. Perhaps faculty could offer to hold an open meeting once per semester. Afterall, the students should understand why there are specific requirements. More important, if such meetings were billed as “talk” sessions about curricula, students might have some interesting suggestions, and student-faculty rapport would improve.

Here are additional concerns: Advising is inconsistent. If this is indeed the case, it deserves faculty attention. Could Biology be better connected to departments with similarities in curriculum (e.g., ecology, forestry, entomology, wildlife science/management) Could we do directed studies with someone outside the Biology Department and get credit for it? Some faculty are too research focused. This complaint is not uncommon in most universities.

Concerns that could be explained by apprising students that there aren’t enough faculty to do these things: Why aren’t required/popular courses offering every semester? There is a dearth of “novelty” courses.

Here is an interesting suggestion from the students: Set up a Facebook page where, among many other things, current students as well as alumni can keep in touch. Perhaps asking for a student volunteer to set up a Facebook page would be a good way to make this happen.

With regard to the “dearth of novelty courses” issue, Biology could look into introducing a new elective--a 400- level, variable credit, repeatable “Topics in Biology” course. This would allow any faculty member to offer a course on a topic of current interest in biological sciences, something relevant to Hawai’i, etc.

Morale issues—Rewarding good teaching and high research productivity is important

Faculty feel that administrative leaders don’t care about research because • Administration does not “brag” to the System (a way of showing why more support is needed) or directly praise Biology for its research quality and productivity. The reviewer recommends that the faculty take it upon themselves to promote the Department, its students, faculty, teaching and research. Every week UH System Communications publishes an online newsletter (https://www.hawaii.edu/news/) that covers a 31 wide variety of people, programs, issues, etc. This is a widely distributed newsletter and a good conduit for bragging about yourselves. • To the faculty it is not clear exactly where hard-earned returned overhead dollars go. Inviting the Dean and/or Chancellor to a faculty meeting to address this issue and answer questions would improve communication and understanding between faculty and Admin.

Facilities—Are speedy repairs possible? It’s time to replace 40-year-old labs and equipment for Cell and Molecular Biology courses.

• Repairs often take far too long. This is especially important vis a vis air conditioning, which not only enhances learning, it is required to keep some scientific instruments functional. • Although both the new building and the remodeled Wentworth Hall offer good lecture rooms teaching labs and faculty offices, the much-needed remodeling of LS3 and LS22 teaching labs has not been completed, forcing faculty and students to work in classrooms that have not been remodeled for over 40 years. • Most upper division Cell and Molecular lab courses, including Genetics, Cell Biology, and Biochemistry are taught in LS3. Because these are rapidly advancing fields, it is very important to offer students a state- of-the-art laboratory for their work.

Website—Where’s the hired help?

• In today’s world academic websites are where students, the academic community at large (local, national, international, etc.) members of the general public, government officials, K-12 students and teachers, local businesses, etc. go to learn about those institutions. Support for a comprehensive, current, accessible and attractive website should be a high priority in any academic institution’s budget. • Departments should have dedicated funds for website support. Biology needs funding for at least part-time IT support Students, whose abilities are often outstanding and whose wages are rarely high, could be employed to handle website creation and maintenance. They need not be Biology majors, of course. • The website should have pages dedicated to student and faculty success. For example, mention specific students who have gone on to find employment in govt agencies, teaching positions, businesses, etc.; mention students who have been accepted to graduate programs elsewhere or who have successfully completed graduate degrees elsewhere. “Small town” Hilo/Big Island would love this! • Pages dedicated to faculty success could have a section listing grants, including granting agency, project title, faculty PI, amounts (if desired), and example publications. Such pages should be updated whenever new grants are awarded or renewed, new papers, technical reports, published, etc. A brief statement of the purpose of funded research projects or the importance of results in papers would be an excellent way of informing the community (including UH System Admin) about UHH Biology’s accomplishments. Faculty members serve on advisory committees and in other ways; these things are newsworthy—The Greater Community and the UH Admin should know about service too. • The UHM Marine Option Program has an effective, user-friendly web page. It is especially successful at student recruitment. It could be a good model to imitate. MOP faculty and staff told me that students do most of the work keeping the website up to date.

In conclusion: Cooperation among and between administrators, faculty and students will improve the quality and productivity in what is already an outstanding Department of Biology at UH Hilo

32 • Biology faculty should work together with administrative leadership to increase efforts to get a bigger, well -deserved, piece of the UH System budgetary pie by promoting the productivity and quality of its faculty and students. • For this effort to be successful, Biology must diligently inform UH (not just UHH) students, faculty and administrators as well as the greater community, of their accomplishments o Graduates getting jobs in their areas of training and interest o Admission of majors to graduate programs o interesting/useful research results that benefit local communities. Examples include water quality studies, exploration of mosquito control techniques, collection of health-related oral histories o new grants o etc. • UH Hilo has had excellent success winning support from federal agencies (e.g., NSF EPSOR, NIH RISE/SHARP) these programs support many students, not just minorities, and they provide support for both classroom education and quality, hands-on research. These grants are definitely something to advertise. • The Biology Department would benefit by cultivating relationships with fund-raising/development staff at the UH Foundation to find ways to fund its activities • To publicize Biology successes, including interesting projects, student achievements, faculty research, etc. Biology should develop a connection with UH Communications, which produces UH System news https://www.hawaii.edu/news/ There might be a staff member that covers topics relevant to the department. • Biology faculty should probably meet more often than they do currently in order to plan efforts to raise the Department’s profile to the UHH and UH System administration as well as the public. Outreach can accomplish great things. • Nobody likes meetings, but they will be needed if faculty want to consider some of the suggested curricular changes and other ideas in this report. More frequent meetings (limited to one hour) also provide more opportunities for voicing concerns and looking for ways to facilitate workload reduction, website development, etc. • Once-a-semester meetings with majors would improve students’ confidence in their faculty and keep faculty aware of student concerns.

Executive Summary from University of Hawaii at Hilo, Department of Biology 2018 Program Review (Patrick Hart, Ph.D., Professor and Department Chair)

The Biology Department continues its long tradition of rigorous programs of instruction for the BA and BS degrees and in providing service courses for general education and to other programs. In recent years, student enrollment in the biology major has shown a slight increase, despite downward trends for the University as a whole. The faculty members are enthusiastic teachers, and many have received awards for teaching excellence. This spirit is extended in their commitments to diverse service activities, service to the University of Hawai’i system and UHH campus, to K-12 education, to the state and local community, and to national and international scientific societies. The Hawaiian Islands are a rich biological setting, and the department invests its curriculum and research interests in the unique natural resources and its conservation challenges. In addition, and in response to student demand, the department has increased its course offerings and research emphasis in the cell, molecular, and biomedical sciences. Faculty activity in research has greatly increased since the last program review, and current faculty are responsible for bringing in over 20 million dollars in extramural grants to the department and

33 university. This grant support has led to increased participation by undergraduates in both lab and field-based research and increased co-authorship by students on peer-reviewed manuscripts.

34 VII Memorandum of Understanding

35 APPENDIX 1

Syllabi for courses currently taught by faculty in the Department of Biology at UH Hilo

General Biology 101 Fall 2017

*TABLE OF CONTENTS Click on a link below to view that section of the syllabus.

Course Student Conduct Assignments Chat Room Description Campus Course Student Tests Support Disabilites Format Expectations Services Statement Campus Required Registering for Grading Instructor Support Textbook MasteringBiology Policy Availability Services Late Course Learning Assignments Privacy Statement Objectives Objectives & Makeup Help Quizzes

Course Description

PreReq: Eng 21, Eng 22, ESL 15 or placement into Eng 100 or 102 Recommended: concurrent enrollment in Biol 101L A one semester introductory biology course for non-majors. Course covers molecular biology to ecosystems. (3 l

As per new graduation requirements starting in 2011, one lab is required for graduation and it MUST correspond lecture. 37 This course will cover various topics of biology. You should expect to dedicate about 10-12 hours a week for pre on the course materials and assessments. You will be required to read the chapters, preferably before lecture, c the course assignments, and take the quizzes. In addition, you may participate in extra credit if offered and are r to participate in the in-class activities.

Required Textbook and Other Materials Needed:

· Biology 5th edition, by David Krogh

PRICE:

UH Bookstore

website http://www.bookstore.hawaii.edu/hilo/home.aspx · $135.30 Used Textbook · $185.75 New Textbook

eText (http://www.masteringbiology.com) · $95.95 eText · No shipping, instant access

Ebay, amazon, other websites · $2-$150 for used textbook, shipping varies

MasteringBiology subscription ( http://www.masteringbiology.com ) · $62.95 website subscription only, required for class assignments

General Biology Course Objectives

Students will be able to:

1. Apply scientific method to formulate accurate conclusions (aligns with PLO 1).

2. Describe the fundamental structure of atoms and molecules.

3. Demonstrate the application of the scientific system of classification at the Kingdom level.

4. Identify simple patterns of inheritance (aligns with PLO3).

5. Illustrate how all living organisms interact. 38

PLO 1 - CRITICAL AND CREATIVE THINKING: Think and act with intellectual insight and integrity. Gather, anal evaluate information. Pose questions, synthesize ideas, solve problems, and reach logical conclusions. Create n and works that express individuality PLO 3 - MATHEMATICAL AND SCIENTIFIC REASONING Apply mathematical reasoning and scientific methods to solve problems.

Assignments To do your assignments, you will log on to www.masteringbiology.com. Click onto the assignment and complete i due date. All assignments will be due by midnight on the date that they are due. Scores will be computed by the and posted on Mastering Biology under the “Gradebook” tab. In order to receive credit for in-class assignments, be present in class and actively participating in our activity. If you are ill, please submit a doctor or nurse's note t excused from in-class activities.

How to Register for Mastering Biology

In this course you will be using MasteringBiology, an online tutorial and homework program that accompanies yo textbook. If you have joined a MasteringBiology course before with the same textbook within the past 18 months: instructions below, login using your previous username and password and add another course using our course BIOLOGY101FALL2017

What You Need:

A valid email address A student access code

(Comes in the Student Access Code Card/Kit that has been packaged with your new textbook from the UH book Otherwise, you can buy access online at www.masteringbiology.com.)

It looks like this:

The ZIP or other postal code for your school: 96720 A Course ID: BIOLOGY101FALL2017

1. Register 1. Go to www.masteringbiology.com and click Student under Register Now. 2. Next click on OK! Register Now. 3. Enter your Course ID: BIOLOGY101FALL2017 4. Enter your username and password if you have already created one with Pearson. OR create a Pea account. 39 5. Choose the top icon if you want to get just the Mastering Biology (this is the very minimum you need to do your assignments). OR choose the second link if you would like access to the etext in place of buying copy of the textbook. OR input your access code if you have purchased the code from the bookstore. 6. You will be prompted for your credit card information (for the first two options). Once you have logge will see the assignments as links in the calendar. 7. If you have any trouble, please contact the Pearson Technical support team below.

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Access Customer Support at www.masteringbiology.com/support, where you

will find: System Requirements Answers to Frequently Asked Questions Registration Tips & Tricks video Additional contact information for Customer Support, including Live Chat

IF YOU MAKE A MISTAKE REGISTERING, PLEASE CONTACT PEARSON. If you click on the wrong textbook make a mistake, call or email Pearson, they can fix your error or give you a refund. Click on the support link abov contact Pearson.

Tests

Tests will be taken periodically over a few chapters of material. They will not be comprehensive and there will be comprehensive final exam.

Informal Chat Room

The chat room tab in Laulima is for students to use for informal discussion, quick questions posed to the whole c specific student, and for general communication.

Grading Policy

Grading Scale:

Tests: 200 points A = 90 – 100%

Assignments: 10-40 points each B = 80 – 89%

Final Exam: 200 points C = 70 – 79%

D = 60 – 69%

F = lower than 60%

Total points: 1454 and any additional points from assignments

Late Assignments & Makeup Tests

Assignments that are late will be deducted 10% off per day. You have one week past the posted due date to turn assignment. Tests may be made up if you have a medical emergency. In all cases written verification

41 will be requ STUDENTS are ultimately responsible for scheduling make-up Tests with the instructor. There are no make-up e the Final.

42 Every student is expected to be familiar with and abide by the University of Hawaii Student Conduct Code. The S Conduct Code states:

"Engaging in, or attempting to engage in, any of these behaviors subjects a student to the disciplinary process a sanctions of each campus.

Acts of dishonesty, including but not limited to the following: Cheating,

plagiarism, or other forms of academic dishonesty. Furnishing false information to any UH official, faculty member, or office. Forgery, alteration, or misuse of any UH document, record, or form of identification.

Disruption or obstruction of teaching, research, administration, disciplinary proceedings, other UH activ including its public service functions on or off campus, or of other authorized non-UH activities when the conduct on UH premises. This includes creating noise or other disturbances on campus or in student life areas sufficient the normal functioning of campus activities including classroom instruction ."

Examples of disruptive behavior in class includes: having earphones on during class, talking on the phone, textin using cell phones during class, talking aloud to others during class, or any behavior that inhibits learning.

You are responsible for doing your own work and working independently when not participating in group projects of plagiarism or copying of other students’ work will be given a zero for the first incidence. A zero will be given to student who was copying and the student whose work was copied, as I cannot determine who copied from whom second incidence of plagiarism or copying will result in an F for the course. See student conduct code on what d plagiarism.

During exams, you are responsible for putting all notes, materials, technological devices, such as cell phones, ou pockets or self and into your bag and placing your bag at the front of the class before the test begins. If you are with notes or technological devices, you may not receive credit for the test or for the course. There is no talking mouthing of words permissible during the test, and you should try to keep your eyes on your own paper. If you a sharing answers with others in class or with electronic devices, you may not receive credit for the test or for the c

Student Expectations

In order to succeed in this course, you should be able to read and write the English language at the and participa laboratory actively.

The key is to be prepared and keep up on your readings and assignments. Try to make a set time of the day or n dedicate to this course. That way you can avoid falling being and becoming overwhelmed.

In addition, seeing your advisor regularly to get you on the right track is critical. Many students could have saved time in college and thousands of dollars in money if they had seen an advisor beforehand. So, please see your for guidance.

*Advising is a very important resource designed to help students complete the requirements of the University and their individual majors. Stu should consult with their advisor at least once a semester to decide on courses, check progress towards graduation, and discuss career opti other educational opportunities provided by UH Hilo. Advising is a shared responsibility, but students have final responsibility for meeting deg requirements. By the 4th week of instruction students can look at their STAR to look up who their assigned advisor(s) are.

LECTURE SCHEDULE BIOLOGY 101 FALL 2017

Date Topic/Chapter

Aug 21 Introduction to Biology Ch 1, p 1-17

Aug 23 Fundamental Building Blocks Ch 2, p 18-41

44 Aug 25 cont.

Aug 28 cont.

Aug 30 Biological Molecules Ch 3, p 42-63

Sept 1 cont.

Sept 4 Holiday: Labor Day – NO CLASS

Sept 6 The Cell Ch 4, p 64-91

Sept 8 Cell Membrane Ch 5, p 92-107

Sept 11 Review for Quiz 1, Quiz on Cell Drawing

Sept 13 Energy and Metabolism Ch 6 & 7, p 108-139

Sept 15 Test 1, Chapters 1-5

Sept 18 Energy and Metabolism Ch 6 & 7, p 108-139

Sept 20 How Cells Reproduce/ Mitosis Ch 9, p 156-173

Sept 22 cont.

Sept 25 Meiosis and Sexual Reproduction/ Video / review for Quiz 2 Ch 10, p 174-189

Sept 27 Mendelian Genetics Ch 11, p 190-211

Sept 29 Test 2, Chapters 6,7,9,10

Oct 2 cont.

Oct 4 Chromosomes and Inheritance Ch 12, p 212-231

Oct 6 cont.

Oct 9 DNA Structure and Function Ch 13, p 232-243

Oct 11 From DNA to Proteins Ch 14, p 244-261

Oct 13 cont., review for Quiz 3

Oct 16 Processes of Evolution Ch 16, p 282-299

Oct 18 Test 3, Chapters 11-14

Oct 20 cont.

Oct 23 Evolutionary Patterns, Rates, and Trends Ch 17 & 18, p 300-337

Oct 25 cont.

Oct 27 The Origin and Early Evolutionary Life Ch 19, p 338-361

Oct 29 Cont.

Nov 1 Photosynthesis Ch 8, p 140-155

Nov 3 Review for Quiz 4

Nov 7 Evolution Video - NO CLASS - Watch at home and turn in worksheet

Nov 8 Test 4, Chapters 8,16-19 45 Nov 10 Holiday: Veteran's Day – NO CLASS

Nov 13 Prokaryotes and Viruses Ch 21, p 378-391

Nov 15 cont.

Nov 17 Protists Ch 21, p 392-399

Nov 20 Plants Ch 24, p 440-457

Nov 22 Fungi Ch 22, p 402-415

Nov 24 Holiday: Thanksgiving Weekend – NO CLASS

Nov 27 Animals Ch 23, p 416-425

Nov 29 Animals Ch 23, p 426-439

Dec 1 Population Ecology, Ch 34 656-668

Dec 4 cont.

Dec 6 Review for Final Exam

Final Examination Wednesday Dec. 13, 2017 9:40-11:40am Chapters 21-24, 34

* Note this schedule is subject to change throughout the term. The dates and topics are an estimated time when and what topics we will cover throughout the semester.

Important Dates:

Event Date

Last Day to Withdraw From Classes Without Owing Tuition Aug (Su) Fees & 20

Last Day to Register without $30 Late Fee Aug (Su) 20 First Day of Instruction Aug (M) 21 Last Day to Register or Add Classes Aug (F) 25 Late Add with Permission Only Aug (Sa- 26 - Sep 1 F)

c s of the University Last Day to Withdraw From Classes Without Owing a of Hawaiʻi system Tuition. Student fees are still owed. (If you register and decide to not 1 m on or before the attend, you must officially withdraw by this date. Failure to withdraw p last day of late will result in a financial obligation to the UH System and may result in u registration (add an “F” for the class(es) not attended.) Note: Student activity fees are s period) as not refunded unless the student is completely withdrawn from all e 46 established at each institution. Sep (F)

Holiday: Labor Day Sep (M) 4

47 Final Deadline to Apply for Fall 2017 GraEdvueantiton Sep (F) Date 8 Last Day to Exercise Credit/No Credit Sep (F) 8 Last Day to Submit Auditors Form Sep (F) 8

Last Day to Drop A Class Online without “W” (To drop all your UH Hilo classes, visit the Complete Withdrawal Sep (M) instructions page.) 11 Last Day to Receive 50% Refund of Tuition for Complete Withdrawals

(If you have not yet paid for your tuition, your account will be Sep (M) charged for 50% of the tuition and all fees.) 11 No refunds will be issued after this date. Sep (M) 11 Priority Deadline to Apply for Spring 2018 Graduation Oct (M) 2 Graduate Thesis/Dissertation to Committee Deadline Oct (M) 16 Last Day to Drop A Class Online with “W” (To drop all your UH Hilo classes, visit the Complete Withdrawal Oct (F) instructions page.) 27 “I” Removal Deadline (for grades received in Spring or Summer Nov (W) 2017): Student to Instructor 1 Last Day to Apply for Credit-by-Exam for Fall Nov (W) 1 Holiday: Veterans' Day Nov (F) 10 “I” Removal and Change of Grade Deadline (for grades received in Nov (W) Spring or Summer 2017): Instructor to the Office of the Registrar 15 Graduate Thesis/Dissertation Defense Deadline Nov (W) 15 Last Day to Submit Credit-by-Exam Results to Office of the Nov (W) Registrar 15 Holiday: Thanksgiving Day Nov (R) 23 Non-Instructional Day Nov (F) 24 Last Day of Instruction Dec (R) 7 48 Last Day to Completely Withdraw (from all classes) with a “W” Dec (R) 7 Final Examinations Dec (M-

General Biology Lab BIOL 101L

Fall 2017

CoReq: Biol 101

Laboratory for General Biology. (Optional but recommended). (2.5 lab hrs.)

As per new graduation requirements starting in 2011, one lab is required for graduation and it MUST correspond to lecture.

Course Format

This course meets every Tuesday for approximately 2.5 hours. The time of each lab is dependent on the completio the lab. If a lab experiment is finished earlier than the given time and the entire group has completed the assignme group may be permitted to leave earlier if work is reviewed by instructor and is found to be complete and accurate. should expect to dedicate about 6-8 hours a week on this course. For this course, you will need to complete lab rep and take practicum exams.

Required Textbook and Other Materials Needed:

· Laboratory Materials and Readings should be brought to class for each laboratory. I will provide you with binder and the laboratory manual on the first day of class. If you lose your binder during the semester, you print out a copy of the laboratories in the Resources folder.

· You cannot do the laboratory without your lab manual and wearing shoes!

General Biology Lab Course Objectives

Students will be able to:

1. Apply scientific method to formulate accurate conclusions (aligns with PLO 1). 2. Demonstrate competent use of light and dissecting microscopes. 3. Identify simple patterns of inheritance using Punnet squares and pedigree analysis. 50 4. Perform basic laboratory techniques within the context of laboratory experiments.

Learning Objectives

PLO 1 - CRITICAL AND CREATIVE THINKING: Think and act with intellectual insight and integrity. Gather, analyz evaluate information. Pose questions, synthesize ideas, solve problems, and reach logical conclusions. Create new and works that express individuality PLO 3 - MATHEMATICAL AND SCIENTIFIC REASONING Apply mathematical reasoning and scientific methods to solve problems

51 Lab Reports To do your lab reports, read through the lab, follow the instructions provided, fill in any required responses or drawi and have instructor check for completion and accuracy. Be sure to write the changes to protocol for each lab. Prot changes will be written on the board. If there are no changes to protocol, students should note on their report: "No changes made to lab protocol". Lastly, your lab reports will be due on the day of the lab practical exam.

Tests

Tests will either be given in a practicum style. Stations will be set up and all students will be taking the test simultaneously, so it's important to be on time for test dates. Shoes must be worn on practical exams days as well a laboratory days. If a student does not have close-toe shoes on the day of the exam, he or she may not take the exa may return at a later time during the exam with shoes. However, some stations may be missed depending on the a of time that has passed during the exam.

Informal Chat Room

The chat room tab in Laulima is for students to use for informal discussion, quick questions posed to the whole clas specific student, and for general communication.

Grading Policy

Grading Scale:

Tests: 30 points

Lab Reports: 10 points each

Total points: 200 points

A = 90 – 100% B = 80 – 89% C = 70 – 79% D = 60 – 69% F = lower than 60%

52 Assignments that are late will be deducted 10% off per day. You have one week past the posted due date to turn in assignment. Lab practicums may not be made up because the tests are set up and broken down afterwards.

Student Conduct

Every student is expected to be familiar with and abide by the University of Hawaii Student Conduct Code. The Stu Conduct Code states:

"Engaging in, or attempting to engage in, any of these behaviors subjects a student to the disciplinary process and sanctions of each campus.

Acts of dishonesty, including but not limited to the following:

Cheating, plagiarism, or other forms of academic dishonesty. Furnishing false information to any UH official, faculty member, or office. Forgery, alteration, or misuse of any UH document, record, or form of identification.

Disruption or obstruction of teaching, research, administration, disciplinary proceedings, other UH activities, incl its public service functions on or off campus, or of other authorized non-UH activities when the conduct occurs on U premises. This includes creating noise or other disturbances on campus or in student life areas sufficient to disrupt normal functioning of campus activities including classroom instruction ."

Examples of disruptive behavior in class includes: having earphones on during class, talking on the phone, texting o using cell phones during class, talking aloud to others during class, or any behavior that inhibits learning.

You are responsible for doing your own work and working independently when not participating in group projects. A of plagiarism or copying of other students’ work will be given a zero for the first incidence. A zero will be given to bo student who was copying and the student whose work was copied, as I cannot determine who copied from whom. student conduct code on what defines plagiarism. A second incidence of plagiarism or copying will result in an F fo course. Laboratory classes have mandatory attendance. IF YOU ARE ABSENT FOR A LAB, DO NOT TURN IN A REPORT.

During lab exams, you are responsible for putting all notes, materials, technological devices, such as cell phones, o your pockets or self and into your bag and placing your bag at the front of the class before the test begins. If you ar found with notes or technological devices, you may not receive credit for the test or for the course. There is no talki mouthing of words permissible during the test, and you should try to keep your eyes on your own paper. If you are sharing answers with others in class, you may not receive credit for the test or

53 for the course. Shoes must be worn test days. If you do not have shoes, you may not enter the lab to take the exam. However, you may come back lat during the exam if you return with shoes on.

54 In order to succeed in this course, you should be able to read and write the English language at the and participate laboratory actively.

The key is to be prepared and keep up on your readings and assignments. Try to make a set time of the day or nigh dedicate to this course. That way you can avoid falling being and becoming overwhelmed.

In addition, seeing your advisor regularly to get you on the right track is critical. Many students could have saved ye time in college and thousands of dollars in money if they had seen an advisor beforehand. So, please see your adv for guidance.

* Advising is a very important resource designed to help students complete the requirements of the University and their individual major Students should consult with their advisor at least once a semester to decide on courses, check progress towards graduation, and discuss caree options and other educational opportunities provided by UH Hilo. Advising is a shared responsibility, but students have final responsibility for me degree requirements. By the 4th week of instruction students can look at their STAR to look up who their assigned advisor(s) are.

LAB SCHEDULE BIOLOGY 101L FALL 2017 Date Topic/Chapter

AUG 22 LAB 1: Introduction to the Laboratory, Lab Safety, Scientific

Method AUG 29 LAB 2: Biochemistry

SEPT 5 LAB 3: Microscopes and Measurements

SEPT 12 LAB 4: Cell Structure and Function

SEPT 19 LAB 5: Enzymes

SEPT 26 Practical Exam #1 at 2pm Turn in Lab Reports #1-5, in binder OCT 3 LAB 6: Mendelian & Human Genetics

OCT 10 LAB 7: DNA

OCT 17 LAB 8: Evolution

OCT 24 LAB 9: Genetics of Populations

OCT 31 Practical Exam #2 at 2pm Turn in Lab Reports #6-9, in binder

NOV 7 LAB 10: Photosynthesis

NOV 14 LAB 11:Microbiology

NOV 21 LAB 12: Plants Field Trip

NOV 28 LAB 13: Animal Field Trip

DEC 5 FINAL EXAM at 2pm Turn in Lab Reports #10-13, in binder

55 Important Dates:

56 Event Date

Last Day to Withdraw From Classes Without Owing Tuition Aug (Su) Fees & 20

Last Day to Register without $30 Late Fee Aug (Su) 20 First Day of Instruction Aug (M) 21 Last Day to Register or Add Classes Aug (F) 25 Late Add with Permission Only Aug (Sa- 26 - Sep 1 F)

Last Day to Withdraw From Classes Without Owing Sep (F) Tuition. Student fees are still owed. (If you register and decide to not 1 attend, you must officially withdraw by this date. Failure to withdraw will result in a financial obligation to the UH System and may result in an “F” for the class(es) not attended.) Note: Student activity fees are not refunded unless the student is completely withdrawn from all campuses of the University of Hawaiʻi system on or before the last day of late registration (add period) as established at each institution.

Holiday: Labor Day Sep (M) 4 Final Deadline to Apply for Fall 2017 Graduation Sep (F) 8 Last Day to Exercise Credit/No Credit Sep (F) 8 Last Day to Submit Auditors Form Sep (F) 8

not yet paid for your Last Day to Drop A Class Online without “W” ( tuition, your account If (To drop all your UH Hilo classes, visit the Complete Withdrawal yo will be charged for 50% instructions (https://hilo.hawaii.edu/registrar/makechanges.php) page.) 11 u of the tuition and all Last Day to Receive 50% Refund of Tuition for hav fees.) 11 Complete Withdrawals e

57 Sep

(M)

Sep

(M) No refunds will be issued after this date. Sep (M) 11

58 Event Date Priority Deadline to Apply for Spring 2018 Graduation Oct (M) 2 Graduate Thesis/Dissertation to Committee Deadline Oct (M) 16

Last Day to Drop A Class Online with “W”

(To drop all your UH Hilo classes, visit the Complete Withdrawal Oct (F) instructions (https://hilo.hawaii.edu/registrar/makechanges.php) page.) 27

“I” Removal Deadline (for grades received in Spring or Summer Nov (W) 2017): Student to Instructor 1

Last Day to Apply for Credit-by-Exam for Fall Nov (W) 1

Holiday: Veterans' Day Nov (F) 10

“I” Removal and Change of Grade Deadline (for grades received in Nov (W) Spring or Summer 2017): Instructor to the Office of the Registrar 15

Graduate Thesis/Dissertation Defense Deadline Nov (W) 15

Last Day to Submit Credit-by-Exam Results to Office of the Nov (W) Registrar (https://hilo.hawaii.edu/directory/affiliation/REGISTR) 15

Holiday: Thanksgiving Day Nov (R) 23

Non-Instructional Day Nov (F) 24

Last Day of Instruction Dec (R) 7

Last Day to Completely Withdraw (from all classes) with a “W” Dec (R) 7

Final Examinations Dec (M- 11 - 15 F)

Fall Semester Ends Dec (F) 15

*Note: This syllabus is tentative and is subject to change throughout the semester. It is the students' responsibility to ch back for any updates to the schedule that may be made.

Intro Cell and Molecular Biology, Bio125 (Fall 2017), STB108, MWF 9:00-9:50am Dr. Jonathan Awaya ([email protected]) Office: STB-112 Office Hours: T,TH 9am-10:30am or by appointment

Date Topic Chapte r August 21 Introduction to course/Life's 1 organization 23 Critical Thinking & Focus on Health 1 25 Chemistry of Life 2 28 Molecules of Life 2 30 Proteins and Nucleic Acids 2 September 1 Cellular Structures 3 4 State Holiday-Labor Day 6 Organelles of a Cell 3 8 Diffusion/ Metabolism 3 11 Blood: Plasma, Cells, and Platelets 8 13 Red Blood Cells/ Blood Types 8 15 Blood Disorders 8 18 Immunolgy: Body Defenses 9 20 Immunolgy: Antibodies 9 22 Immunology: Cell Mediated 9 25 Review

27 EXAM I

29 Respitory System: Gas Exchange 10

October 2 18 4 20 6 23 9 25 11 27 13 16 60 Respiration 10 Gas Transport Systems 10 Digestion 11 Storage, Digestion, Adsorption 11 Nutrition 11 Urinary System 12 Filtration, Reabsorption, Secretion 12 Nervous System 13 Nerve Impulses: Action Potential 13 Brain, Spinal Cord: Signaling 13 Endocrine System 15 Hormones 15

61 30 Hormones Continued 15

November 1 Review

3 EXAM II

Date Topic Chapter

6 Cell Reproduction 18 8 Meiosis 18 10 State Holiday-Veteran's Day

13 Genetics 19

15 Probability and Independent t 19

Assortmen

17 Chromosomes 20

20 Inheritance of Genes 20

22 DNA 21 24 Thanksgiving Holiday 27 RNA 21 29 Biotechnology 21

December 1 Cancer 22

6 Review

13 EXAM III (7:30-9:30am)

COURSE DESCRIPTION: BIOL 125 (3) is an introduction to cell and molecular biology as they relate to human health. Emphasis is on establishing a strong foundation to succed in future biology and chemistry courses in the health care.

PREREQUISITES: No pre-reqs required.

REQUIRED TEXT: Human Biology. Star, McMillan. (11th Edition Cengage), MINDTAP from CENGAGE(Homework/Quizzes), & Supplemental Lecture Notes (Laulima)

CLASS ATTENDANCE: You are expected to attend all classes since you are held responsible for all material and assignments presented during lecture. There will be occasional in-class quizzes that will NOT be posted ahead of time. The use of cell phones, laptops, and or any other

62 devices that are used in an inappropriate manner (social networks, emailing, texting, etc.) is prohibited during class.

63 GRADING: BIOL125 exams are NOT graded on a curve. The grading scale for BIOL125 is: A = 92-100, A- = 90-91 Exams (1, 2, 3) =25% each exam B+ = 88-89, B = 82-87, B- = 80-81 Pre-lecture Homework= 25% C+ = 78-79, C = 72-77, C- = 70-71 Pop-Quizzes?= +5% D = 60-69

64 F = 59 and below. Total %= 100%

HOMEWORK: Homework Assignments and quizzes will be assigned through MINDTAP from CENGAGE website (https://www.cengagebrain.com/shop). Each student is required to purchase an access code either through the website or by purchasing the package through the bookstore (textbook, access code). Please contact me with any questions or concerns.

COURSE LEARNING OUTCOMES: This course integrates the fundamentals of Cell and Molecular Biology of the Human Body, with an emphasis on health field issues and applications. At the completion of the course, a student will have developed critical thinking skills, evaluated current scientific information, and use systematic approaches to solve individual problem based learning projects (ex. group questions and case studies). Students must identify and understand the problems and develop methods to search through lecture notes and current literature to thoroughly answer the group questions. Pre- lecture homework assignments due prior to class will prepare students for lecture material and aid students to develop questions or identify problem areas prior to the course lectures. Exams cover material presented in the lectures, text , and any supplemental information given during the semester course. Biol125 provides a strong foundation for the student's next academic endeavour (ex. Nursing, Biology, Health care).

MAKE-UP EXAM POLICY: If you miss an exam you are required to notify me by phone (808- 932-7180), EMAIL, or by note in my mailbox in the Natural Science Division Office ON the day up will be given. You will be expected to provide documentation for reason of absence e.g. opportunities for extra credit.

Any student with a documented disability who would like to request accommodation should contact the University Disability Services Office at 933-0816 (V) or 933-3334 (TTY) Campus Center Room 311, as early in the semester as possible.

KILOHANA: The Academic Success Center provides academic support opportunities for all UH Hilo students that foster their development into independent, self-motivated learners. Students who visit Kilohana have access to subject-specific and academic skills tutoring from UHH students selected for their academic achievement and dedication to helping others succeed. Kilohana is located in STB 117 and on the web at http://hilo.hawaii.edu/kilohana/

65 BIOL 171: An Introduction to Biology Spring 2017

Instructor: Dr. Cam Muir Office: STB-109 Phone: 932-7500 e-mail: [email protected] OFFICE HOURS: M&W 10-11, or by appointment Class time: M,W,F 9am - 9:50 am

Learning outcomes: Biology 175 is one of two courses in that provide an introductory survey of the study of Biology. In Biology 175, we are introduced to the chemistry of life, cell structure, metabolism, genetics, evolution. We will also take a quick tour of the Kingdoms Bacteria, Archaea, Protista, Fungi, and Plantae, found in the Eubacteria, Bacteria, and Eukaryote Domains.

How to get an A 1) Do the reading BEFORE CLASS 2) Come to class with questions based on the reading and your notes from last class 3) Re-write your notes after class 4) Get together with classmates to study 5) Come to my office hours with thoughtful questions 6) Do the reading BEFORE CLASS! (intentional repeat)

Grades Grade Breakdown A 90-100 A- 86-89 Mid-term Exams 40% B+ 80-85 B 75-79 B- 70-74 Group Participation 10% C+ 66-69 C 60-65 C- 56-59 Poster Session Summary 15% D 50-55 F <50 Friday Quiz average 10% In-class Final 25%

Text:

Course Policies: respect your kumu and your classmates • Attendance in class is assumed • students are responsible for all reading assignments and materials covered in class and should have reading complete PRIOR to class (I will assume you are studying 3hr/hr of lecture) • only exceptional circumstances will be considered for writing exams on alternate dates: arrangement must be made PRIOR to the day of the scheduled exam

UH Hilo Sexual Assault Policy: UH Hilo provides confidential assistance for victims of sexual assault. Counseling Services on--campus and the YWCA Sexual Support Services off--campus offer guidance regarding medical assistance and emotional help and can discuss options for reporting sexual assaults to law enforcement.All conversations are private and confidential. http://hilo.hawaii.edu/uhh/vcsa/documents/UHHSexualAssaultPolicy.pdf

Any student with a documented disability who would like to request accommodations should contact the Disability Services Office - Student Services Center E230, 932-7623 (V), 932-7002 (TTY), [email protected] - as early in the semester as possible.

Week of: Topic

January 8 Class overview, Chemistry context

January 15 Dr. Martin Luther King Jr. Day Water and molecular diversity of life

January 22 Large biomolecules, cell infrastructure

January 29 Membrane structure/function

February 5 Metabolism, cellular respiration Exam 1 (on Friday)

February 12 Photosynthesis, Mitosis

February 19 Mitosis & meiosis, Mendelian genetics

February 26 Chromosomal & molecular inheritance

March 5 Evolution of populations, speciation

March 12 Exam 2 Viruses and bacteria

March 19 Bacteria, Protists

March 26 Spring Break

April 2 Protists, Fungi Veteran’s Day (F)

April 9 Bryophytes, Seedless Vascular Plants,

April 16 Gymnosperms, Angiosperms Thanksgiving (Ho`omaika`i)

April 23 Angiosperms Review Poster Session

April 30 Review Game. In-class Final Last day of class May 2

BIOL 172 Introductory Biology II: Syllabus

Course description: To goal of this course is to explore biology at an introductory level. The main topics to be covered will include: evolution, the diversity of animals, and the functions of selected organ systems, and ecology.

Primary learning objectives: • Identify the major mechanisms of evolution and speciation. • Identify and describe the major groups of animals. • Describe the basic forms and functions of animal organ systems. • Understand basic topics in population and community ecology.

Lectures: Tuesdays and Thursdays from 9:30- 10:45am January 8 to May 2, 2018 Location: Sciences and Technology Building 108 (STB 108)

Course director: Dr. Stan T. Nakanishi, PhD Office: STB 113 [email protected] u (808) 932- 7193

Office hours: 2:00-4:30 Mondays and Wednesdays, and by appointment, and anytime my office door is open. Also, please feel free to contact me by email at any time.

Course materials: • Textbook (optional): Biology, Tenth Edition (10e), Campbell et al., 2013 • Online homework: MasteringBiology (Included with purchase of textbook or may be purchased directly from the publisher at (www.masteringbiology.com) • In-class mini-quizzes: Laptop, tablet, smartphone, or pen-and-paper; socrative.com

Lecture notes and readings: .pdf files of presentations will be posted on Laulima (https://laulima.hawaii.edu/portal). The posted slides will provide only a partial and incomplete set of the total information provided during the lectures, and are best utilized as a learning supplement in combination with regular lecture attendance and homework assignments.

Grading: Exam #1: 20 Exam #2: 20 Exam #3: 20 Homework (MasteringBiology): 20 Class participation (In-class mini-quizzes): 20 Exam #4 (Optional cumulative final): (20)*

Total: 100 possible points

Exams: There will be three traditional exams for this course. The exams will consist of multiple-choice questions and will be based primarily on content that is provided during the course lectures and assigned textbook chapters.

*In addition to the three standard exams, there will also be an optional final exam to be given during the scheduled final exam period. This final exam will be cumulative, and will replace the score of a student’s lowest regular exam score. The optional final is an opportunity for someone to demonstrate mastery of the course material despite a single poor exam grade earlier in the term. However, this cumulative examination will require substantial preparation and will replace the lowest exam grade, even if it lowers the overall grade.

Total points and corresponding letter grades: 93-100 A 90-92 A- 87-89 B+ 83-86 B 80-82 B- 77-79 C+ 73-76 C 70-72 C- 60-69 D <60 F

Homework: Online homework assignments (MasteringBiology) will be assigned each Monday and will be due one week later (the following Tuesday).

Course Title: BIOL 172 S2018 Course ID: UHHBIOL172S20 18

In-class mini-quizzes: At the start of most lectures, there will be a mini-quiz reviewing material from the previous lecture(s). The quizzes are hosted through a free app called Socrative, and can be accessed through the university’s wifi system using a smart phone, tablet/iPad, or laptop computer, and written responses are ok too.

Extra credit: There may be opportunities for extra credit during the semester; information will be provided during lecture.

A few important dates (for a full list, consult the UHH Fall 2018 Academic

Calendar): First day of instruction January 8 Martin Luther King Day (no class) January 15 President’s Day (no class) February 19 Spring Break (no class) March 26-30 Last day of instruction May 2 Finals week May 7-11

Planned course timeline (subject to change):

Month Date Weekday Topic Textbook chapters Homework

January 9 Tuesday Course introduction Syllabus January 11 Thursday Natural selection 1, 22 January 16 Tuesday Evolution of populations 23 January 18 Thursday Origin of Species 24 January 23 Tuesday History of Life on Earth 25 #1 due January 25 Thursday Phylogeny and the Tree of Life 26 January 30 Tuesday Animal Diversity 32 #2 due February 1 Thursday Exam #1

February 6 Tuesday Porifera and Cnidaria 33 February 8 Thursday Platyhelminthes and Rotifers 33 February 13 Tuesday Annelids and Molluscs 33 #3 due February 15 Thursday Arthropods 33 February 20 Tuesday Nematodes and Echinoderms 33 #4 due February 22 Thursday Chordates; Fish and Amphibians 34 February 27 Tuesday Reptiles and Birds 34 #5 due March 1 Thursday Mammals 34 March 6 Tuesday Review session #6 due March 8 Thursday Exam #2

March 13 Tuesday Animal form and function 40 March 15 Thursday Animal nutrition 41 March 20 Tuesday Circulation and Gas exchange 42 #7 due March 22 Thursday Immune system 43 March 26-30 Mon-Friday Spring Break (no class) April 3 Tuesday Endocrine system 45 #8 due April 5 Thursday Mammalian neuroanatomy 49 April 10 Tuesday Sensory and motor systems 50 #9 due April 12 Thursday Exam #3

April 17 Tuesday Ecology and the biosphere 52 April 19 Thursday Population ecology 53 April 24 Tuesday Community ecology 54 #10 due April 26 Thursday Restoration ecology; Course evals 55 May 1 Tuesday Conservation biology 56

May 8 Tuesday Exam #4: Optional cumulative Final Exam (9:40- 11:40am) (see Exams section above for more information)

Further support and Supplementary information:

Academic integrity (Student Conduct Code): Please read and abide by the UH Student Conduct Code (http://www.uhh.hawaii.edu/studentaffairs/conduct/student_conduct.php). You will be held to this standard. Cheating will not be tolerated.

Advising: Advising is a very important resource designed to help students complete the requirements of the University and their individual majors. Students should consult with their advisors at least once a semester to decide on courses, check progress towards graduation, and discuss career options and other educational opportunities provided by UH Hilo. Advising is a shared responsibility, but students have final responsibility for meeting degree requirements.

A’oa’o Pili Ola (Counseling Services): Counseling Services provides personal counseling, consultation, and coaching in a supportive environment to encourage students to develop their unique potential. Counseling Services provides a safe setting where students can improve mental health and wellness, and define and achieve academic and personal goals. Individual, couples, and group services are available. Services and private and confidential. Services provided at no charge to UH Hilo & Hawai’i Community College students. We seek to be sensitive to students of diverse needs and backgrounds, cultures, ages, and LGBTQIA affirming. (http://www.hilo.hawaii.edu/student affairs/counseling/)

Kilohana (Academic Success Center): The Academic Success Center provides academic support opportunities for all UH Hilo students that foster their development into independent, self- motivated learners. Students who visit Kilohana have access to subject-specific and academic skills tutoring from UH Hilo students selected for their academic achievement and dedication to helping other succeed. Kilohana for the sciences is located in STB 117. The main office is located on the lower level of the Mo’okini Library and online at http://hilo.hawaii.edu/kilohana

Missed exams: As a standard, make-up exams will not be given. However, if you have a legitimate excuse (such as a serious medical issue, mandatory courtroom appearance, or military duty), please contact me as soon as possible, preferably ahead of time with sufficient documentation. Alternatively, if you do not wish to provide me with the relevant documentation, you have the right to submit your documentation through the Office of the Dean of Students, and on their advice, I will arrange for a make-up exam.

Students with documented disabilities: Any student with a documented disability who would like to request accommodations should contact the University Disability Services Office - Hale Kauanoe A Wing Lounge, 933-0816 (V), 933-3334 (TTY), [email protected] - as early in the semester as possible.

HUMAN ANATOMY & PHYSIOLOGY I BIOLOGY 243 - CRN 10407 - Kornet Fall 2017

Instructor: Christine Kornet Time: Tues, Thurs 9:30 - 10:45am Classroom: STB 108 Office/Hrs: Wentworth 10B / Tues and Thurs 11:00am - 1:00pm, and by appointment Phone: 932-7572 (email address below is a better way to reach me) E-mail: [email protected] (If I do not reply, assume that I have not read it.)

TEXTBOOK: Fundamentals of Anatomy and Physiology, Frederick H. Martini. The UHH Bookstore is selling the 11th edition in two forms: 1) as a loose leaf (LL) in unbound form with the eText access, and 2) the eText access, alone. You have a choice which to buy, or you may use an earlier edition (8th - 10th) purchased from some other source. The bookstore’s versions both come with the Mastering A&P online program, NOT required for the course, but which may help you study the textbook, if you enjoy online learning programs. (That is also available as a separate purchase online, at www.masteringaandp.com). I will upload “homework” exercises from it, not for credit, but which you may find helpful as a study tool.

OBJECTIVES: This course is designed to encourage you to: - explore the body’s structures, at gross and microscopic levels, and to learn how they function; - appreciate how your personal choices of living habits affect your body’s well-being; - think logically, and to express your thoughts in clear, concise written language; - take responsibility for your own progress and develop mature work habits, useful for your future.

DESCRIPTION: Biology 243 is the first course of the 2-semester Human Anatomy & Physiology I and II sequence. It will acquaint you with the basic structures and physiological processes of 6 of the body’s 11 major organ systems (skeletal, integumentary, muscular, respiratory, circulatory, and lymphatic). I teach it at the sophomore/junior level, so I assume that students have some college biology or chemistry background. The human body is fascinating! While you’ll be working very hard, I hope you will enjoy the content.

In order to learn this volume of information, you will need good reading, note-taking, and study skills. Consider the lectures to be your guide to the textbook material, so regular attendance is strongly advised. Textbook readings listed below are essential for a thorough understanding of 72

topics, which is necessary in order to do well. You are responsible for keeping up with all notes and announcements, including any that are given when you are absent, for any reason. Often, students form their own study groups to help them stay on track, fill in missed notes and announcements, and review lecture details.

To succeed in this course you must be conscientious about attending class, reading all assigned pages, and studying regularly. I cannot stress this enough. The pace at which this volume of material is presented leaves no room for procrastination. Make it your goal to learn each lesson before the next lecture, so you can ask questions and answer quiz questions in class.

QUIZZES: Weekly quiz scores constitute 1/4 of your overall grade, totaling a possible max of 50 points. These quizzes are given in class, on Tuesday or Thursday each week. They ask for short, written-out answers, and each quiz is worth between 2 and 8 points. They encourage you to come to class regularly and to study daily. Missed quizzes cannot be taken at a later date, however, a few extra quiz points will be available, over the maximum of 50, to help cover a few points that you must miss.

TESTS and FINAL EXAM: You will take five 20-point tests and one 50-point final exam. Your test answers will be written out, not in multiple choice format. Each test is based on the material covered since the previous test, and is followed by a 15-minute lecture to introduce the new material. The final exam is multiple choice format and comprehensive, covering the entire semester’s material. Electronic devices may not be in your vicinity during tests, so if you are not comfortable leaving them in your pack in the aisle, do not bring them on test days. Non-compliance results in a 0!

Missed tests can be made up only with an excused absence and only if the situation has been discussed with me before the test day. I may request documentation to support your excuse. Please do not make travel arrangements that conflict with the final exam date.

GRADING: Your course grade will be calculated from a total of 200 possible points, which you can accumulate from your scores on the five 20-point tests, one 50-point comprehensive final exam, and 50 points from in-class quiz questions. Please keep track of your own grade throughout the semester = points earned / points possible. Letter grade percentages are as follows: A = 90 – 100% B = 80 – 89% C = 65 – 79% D = 50 – 64% F = <50%

ACADEMIC DISHONESTY: Please refer to the Student Conduct Code in your 2016-2017 UHH Catalog to familiarize yourself with the definitions of and consequences resulting from academic dishonesty. There is zero tolerance for dishonesty in this course, as in the professions for which it prepares you.

STUDY ADVICE, MENTORING, TUTORING: If you are experiencing difficulties with the course work, please come see me in my office early in the semester. Don’t wait until it is too late to recover. We may be given a dedicated mentor for this course through the Health Professions Student Center. I will keep you informed on this, as it develops. Tutoring Services are available at the Kilohana Academic Success Center. For more information, visit http:/hilo.hawaii.edu/kilohana.

Here are some study suggestions to help you learn and remember the course material:

1. Read assigned text pages well before coming to class, guided by the lecture schedule and topic list.

2. During lecture, take notes, record lecture, or both, so you know what I’m emphasizing or eliminating. This is your chance to ask questions about things that the reading and lecture have not made clear. * 3. Soon after lecture, reread the pages in the text that cover topics in your notes, and round out your notes. Learn and connect the material. Reread study topics list to make sure you can explain each. 4. Before next lecture, review notes from previous few lectures. Will you be able to answer questions? 5. Before test, review notes since last test. Have you covered all the study topics? Design questions.

COUNSELING SERVICES: UH Hilo Counseling Services helps students cope with life stressors. It is staffed by experienced, professional counselors, who are attuned to the diverse needs of all types of college students. Services are free and completely confidential. Go to hilo.hawaii.edu/studentaffairs/counseling or call 808-932-7465. For immediate help, contact The Crisis Line of Hawaii at 1-800-753-6879, the National Suicide Prevention Hotline 1-800-273-8355, or text “Aloha” or “Hello” to Crisis Text Line 741-741.

DISABILITY ACCOMMODATION: Any student with a documented disability who would like to request accommodations should contact the Disability Services Office at the Student Services Center, E230, 932-7623 (V), 932-7002 (TTY), or [email protected], as early in the semester as possible.

UH HILO SEX DISCRIMINATION AND GENDER-BASED VIOLENCE POLICY: The University of Hawaii is committed to providing a learning, working and living environment that promotes personal integrity, civility, and mutual respect and is free of all forms of sex discrimination and gender-based violence, including sexual assault, sexual harassment, gender-based harassment, domestic violence, dating violence, and stalking. If you or someone you know is experiencing any of these, the University has staff and resources on your campus to support and assist you. Staff can also direct you to resources that are in the community. Here are some of your options:

If you wish to remain ANONYMOUS, speak with someone CONFIDENTIALLY, or would like to receive information and support in a CONFIDENTIAL setting, contact any of the following: UH Hilo Counseling Services: SSC, room E-203. 932-7465. UH Hilo Medical Services: Campus Center, room 212. 932-7369 Hawaii Island YWCA, 935-0677

If you wish to REPORT an incident of sex discrimination or gender-based violence including sexual assault, sexual harassment, gender-based harassment, domestic violence, dating violence or stalking as well as receive information and support*, contact: Libby Bailey, Title IX Coordinator: 932-7818 [email protected] Jennifer Stotter, Director of the Office of Equal Opportunity & Deputy Title IX Coordinator: 932-7641 [email protected] Kalei Rapoza, Interim Director of Human Resources, 932-7626 [email protected]

* Please note that you do not have to file a report with the University to receive institutional support or assistance.

As a member of the University faculty, I am required to immediately report any incident of sex discrimination or gender-based violence, to the campus Title IX Coordinator. Although the Title IX Coordinator and I cannot guarantee confidentiality, you will still have options about how your case

will be handled. My goal is to make sure you are aware of the range of options available to you and that you have access to the resources and support you need.

For more information regarding sex discrimination and gender-based violence, the University’s Title IX resources and the University’s Policy, Interim EP 1.204, go to: http://www.hawaii.edu/titleix

TENTATIVE SCHEDULE OF LECTURE TOPICS (You should read each topic before its lecture.) * indicates in-class quiz dates. There are 13 quizzes, or approximately 1 each week.

Date Topic(s) Chapter(Sect) T Aug 22 Introduction: Levels of org., Anatomical. terms, Body cavities 1(1-9, except 6-7) R Aug 24 Homeostasis; Skeletal system: Intro, Functions., Classif., Axial skel. 1(6-7), 6(1-2), 7 T Aug 29* Naming bones of the axial skeleton; Appendicular skeleton 7, 8 R Aug 31 Cell structure: Intro, Plasma membrane, Organelles, Nucleus 3(1-3) T Sept 5* Tissues: Introduction through Connective tissue (not Muscular or Nerve) 4(1-7, not 5,8,9)

R Sept 7 TEST 1, followed by Cartilage and Bone compositions 4(5), 6(3-4) M Sept 11 Last day to withdraw from class w/out a “W“, or withdraw from all classes w/50% refund T Sept 12 Bone formation, enlargement, resorption 6(5-8, 10) R Sept 14* Fractures; Joints 6(9), 9 T Sept 19 Cell: Transport across plasma membrane 3(5-7) R Sept 21* Integumentary System 5(1-10, except 7,9)

T Sept 26 TEST 2, followed by Chemical level: Atoms, Bonds, Molecules, Reactions, Energy concepts, Enzymes, ATP, Organic compounds (review) 2(1-5), 2(13,14) R Sept 28 Metabolism: Introduction, Carbohydrate metabolism 2(9), 25(1,2,7) T Oct 3* Muscle tissues (3 types) histology, Contraction 4(8), 10(1-3) R Oct 5 Excitation-Contraction;, Tension production 10(3-5) T Oct 10* Energy, Metabolism, Performance by different muscle tissue types 10(6-9)

R Oct 12 TEST 3, followed by Respiratory system: Intro, Upper 23(1-2) T Oct 17 Trachea, Lungs, Pulmonary ventilation 23(3-7) R Oct 19* Gas exchange and transport 23(8-9) T Oct 24 Control of respiration (regulation) 23(10) R Oct 26* Blood: Plasma, Red and white cells, Platelets, Hemostasis (clotting) 19(1-3, 5-7) F Oct 27 Last day to withdraw from class with a “W” on record

T Oct 31 TEST 4, followed by Blood flow through heart 20(1) R Nov 2 Cardiac anatomy and physiology 20(2-3) T Nov 7* Cardiac cycle and cardiac output R Nov 9 Factors affecting contraction and rate 20(4) T Nov 14* Anatomy and histology of blood vessels 21(1) R Nov 16 Flow, affected by pressure and resistance 21(2) T Nov 21* Cardiovascular regulation 21(3) R Nov 23 No Class - Thanksgiving Holiday T Nov 28* Cardiovascular response to blood loss, Naming the vessels (handout) 21(4-7)

R Nov 30 TEST 5, followed by Lymphatic system structures 22(1,2) T Dec 5 Innate defenses, Adaptive defenses 22(3-6) R Dec 7* Adaptive defenses, Disorders of the Immune System (briefly) 22(6-7)

R DEC 14 FINAL EXAM 9:40 – 11:40 am (same room) comprehensive

HUMAN ANATOMY & PHYSIOLOGY I LABORATORY BIOLOGY 243L - Kornet Fall 2017

Instructor: Christine Kornet

Time/Sect/CRN: R 5 :00-7:20pm / Sect. 001 / CRN 10408 F 8:30-10:50am / Sect. 002 / CRN 10409 F 11:30am-1:50pm / Sect. 003 / CRN 10410 F 2:00-4:20pm / Sect. 004 / CRN 10411

Lab Room: LS 16 Office / Hours: Wentworth 10B / Tuesday, Thursday 11:00am - 1:00pm, and by appointment Phone / Email: 932-7572 / [email protected] (If I do not reply, assume that I have not read it yet.)

Prerequisites: Concurrent enrollment in, or successful completion of BIOL 243 lecture. If you are not taking the lecture, or have not previously taken it, please see me for advice.

Manual: Hand-out materials, rather than a lab manual, guide you through the lab exercises. They will be emailed to you weekly and they are on library e-reserve. In addition to hand-out instructions, we use the lecture textbook, and a photographic atlas for visuals. You need to purchase a photo atlas that includes cat dissection, human skeleton, and tissue histology. The UHH bookstore is sells A Photographic Atlas for Anatomy & Physiology, by Heisler, et al, but you may use any atlas that includes cat and human subjects, plus histology. In addition, many students choose to include images from anatomy websites in their notebooks.

Course Structure: You will manipulate bones and models, dissect cats and sheep organs, examine microscope slides, and use instruments in the laboratory. Dissecting implements and gloves are provided, but you should bring a lab coat or cover-up for the dissection labs. Each student is expected to participate in every lab activity to develop safe and effective lab techniques, and each is responsible for cleaning his/her own tools after the exercise. You will compile a lab notebook, containing the hand-outs, your labeled drawings, and your notes, data and discussion of experiments.

Federal lab safety policy (Biosafety Level I) requires that you wear appropriate clothing in the lab, which includes covered shoulders and knees, and closed-toed shoes.

Quizzes, Notebooks, Exams: During each lab, you will be evaluated either by a quiz, by the quality of your lab notebook, or by your preparation for and involvement in the exercise. These evaluations amount to a total possible of 40 points in the course. The four exams are in the form of lab practical exams, each made up of 20 two-question stations. There are no make-up exams, but with prior arrangement, you may be able to switch to another section, if it is necessary. Please do not make travel arrangements that conflict with lab exam dates.

Course Grade: Your grade for the course is calculated out of 200 total possible points. These are earned from four 40-point exams, and from the 40 points for in-lab activities. Letter grades are based on the following scale: A = 90-100% B = 80-89% C = 65-79% D = 50-64% F = <50%

Academic Dishonesty: Please refer to the Student Conduct Code in your 2016-2017 UHH Catalog to familiarize yourself with the definitions of and consequences resulting from academic dishonesty. There is no tolerance for dishonesty in this course, nor in the professions for which it prepares you.

Disability Accommodation: Any student with a documented disability who would like to request accommodations should contact the Disability Services Office at the Student Services Center E230ko, 932-7623 (V), 932-7002 (TTY), or [email protected].

UH Hilo Sex Discrimination and Gender-Based Violence Policy: The University of Hawaii is committed to providing a learning, working and living environment that promotes personal integrity, civility, and mutual respect and is free of all forms of sex discrimination and gender-based violence, including sexual assault, sexual harassment, gender-based harassment, domestic violence, dating violence, and stalking. If you or someone you know is experiencing any of these, the University has staff and resources on your campus to support and assist you. Staff can also direct you to resources that are in the community. Here are some of your options: If you wish to remain ANONYMOUS, speak with someone CONFIDENTIALLY, or would like to receive information and support in a CONFIDENTIAL setting, contact any of the following:

UH Hilo Counseling Services: SSC, room E-203. 932-7465. UH Hilo Medical Services: Campus Center, room 212. 932-7369 Hawaii Island YWCA, 935-0677

Libby Bailey, Title IX Coordinator: 932-7818 [email protected] Jennifer Stotter, Director of the Office of Equal Opportunity & Deputy Title IX Coordinator: 932-7641 [email protected] Kalei Rapoza, Interim Director of Human Resources, 932-7626 [email protected]

* Please note that you do not have to file a report with the University to receive institutional support or assistance.

As a member of the University faculty, I am required to immediately report any incident of sex discrimination or gender-based violence to the campus Title IX Coordinator. Although the Title IX Coordinator and I cannot guarantee confidentiality, you will still have options about how your case will be handled. My goal is to make sure you are aware of the range of options available to you and have access to the resources and support you need.

HUMAN ANATOMY AND PHYSIOLOGY I LAB BIOLOGY 243L - Kornet - Fall 2017

Schedule of Lab Topics : #poin ts

Aug 24, 25 SKELETAL SYSTEM I: THE AXIAL SKELETON

Aug 31, Sep 1 SKELETAL SYSTEM II: THE APPENDICULAR SKELETON 3 (Friday, Sept. 2 - Last day to add/drop with permission of Instructor)

Sept 7, 8 Bones Quiz; USE OF THE MICROSCOPE and TISSUE ARCHITECTURE 4, 3 (Monday, Sept 11 - Last day to withdraw without a W on record)

SEPT 14, 15 EXAM 1 (Fri 8:30 class meets at 10:00, 11:30 class meets at 1:00) 40

Sept 21, 22 OSMOSIS AND SOLUTE CHEMISTRY and HISTOLOGY OF SKIN 4

Sept 28, 29 SUPEROR (ANTERIOR) MUSCLES and INFERIOR (POSTERIOR) MUSCLES (expose) 3

Oct 5, 6 Muscle Quiz; SUPERIOR and INFERIOR MUSCLES (locate and name) 3

OCT 12, 13 EXAM 2 (Fri 8:30 class meets at 10:00, 11:30 class meets at 1:00) 40

Oct 19, 20 SPIROMETRY, SURFACE TENSION and RESPIRATORY TRACT HISTOLOGY 4

Oct 26, 27 RESPIRATORY TRACT ANATOMY and BLOOD HISTOLOGY 3 (Friday, Oct. 27 - Last day to withdraw with a W on record)

Nov 2, 3 HEART ANATOMY and ANTERIOR BLOOD VESSELS (expose 4 around heart) 3

NOV 9 EXAM 3 (Friday Veterans’ Day - Exam dates and times to be decided) 40

Nov 16, 17 ANTERIOR VESSELS and POSTERIOR VESSELS (expose and locate) 4

Nov 23, 24 NO LAB - Thanksgiving holidays

Nov 30, Dec 1 Vessel Quiz; BLOOD VESSEL AND LYMPHATIC SYSTEM HISTOLOGY and 3, 3 ANTERIOR AND POSTERIOR VESSELS (locate and name)

Week of DEC 4 EXAM 4 (dates and times to be decided) 40

HUMAN ANATOMY & PHYSIOLOGY II BIOLOGY 244 - CRN 11566 - Kornet Spring 2018

Instructor: Christine Kornet Time: Tues, Thurs 9:30 - 10:45am Classroom: Wentworth 1 Office/Hrs: Wentworth 10B / Tues, Thurs 11:00am - 1:00pm, and by appointment Phone: 932-7572 (email address below is a better way to reach me) E-mail: [email protected] (If I do not reply, assume that I have not read it.)

TEXTBOOK: Fundamentals of Anatomy and Physiology, Frederic H. Martini. The UHH Bookstore is selling the 11th edition in two forms: 1) as a loose leaf (LL) in unbound form with the eText access, and 2) the eText access, alone. You have a choice which to buy, or you may use an earlier edition (8th - 10th) purchased from some other source. The bookstore’s versions both come with the Mastering A&P online program, NOT required for the course, but which may help you study the textbook, if you enjoy online learning programs. (That is also available as a separate purchase online, at www.masteringaandp.com). I will upload “homework” exercises from it, not for credit, but which you may find helpful as a study tool.

PREREQUISITE: Successful completion of Biology 243 (or equivalent college level course and permission of Instructor).

OBJECTIVES: This course is designed to encourage you to: - explore the body’s structure, at gross and microscopic levels, and to learn how they function; - appreciate how your personal choices of living habits affect your body’s well-being; - think logically, and express your thoughts in clear, concise written language; - take responsibility for your own progress and develop mature work habits, useful for your future.

DESCRIPTION: Biology 244 is the second course of the 2-semester Human Anatomy and Physiology I and II series. It is designed to acquaint you with the basic structure and physiological processes of 5 of the 11 major organ systems (digestive, urinary, nervous, endocrine, reproductive).

In order to learn this volume of information, you will need good reading, note-taking, and study skills. Consider the lectures to be your guide to the textbook material, so regular attendance is 83

strongly advised. Textbook readings listed below are essential for a thorough understanding of topics, which is necessary in order to do well. You are responsible for keeping up with all notes and announcements, including any that are given when you are absent, for any reason. Often, students form their own study groups to help them stay on track, fill in missed notes and announcements, and review lecture details.

Missed tests can be made up only with an excused absence and only if the situation has been discussed with me before the test date. I may request documentation to support your excuse. Please do not make travel arrangements that conflict with the final exam date.

Here are some study suggestions to help you learn and remember the course material:

1. Read assigned text pages well before coming to class, guided by the lecture schedule and topic list.

* Please note that you do not have to file a report with the University to receive institutional support or assistance.

will be handled. My goal is to make sure you are aware of the range of options available to you and that you have access to the resources and support you need.

TENTATIVE SCHEDULE OF LECTURE TOPICS (You should read each topic before its lecture.) * indicates in-class quiz dates. There are 11 quizzes, or approximately 1 each week.

Date Topic(s) Chapter(Sections) T Jan 9 Overview of Digestive Tract and Functions 24(1) R Jan 11 Oral Cavity, Pharynx, Esophagus, Stomach Anatomy 24(2-5) T Jan 16* Gastric Glands and Activity, Small Intestines 24(5-6) R Jan 18 Pancreas, Gall Bladder, Liver Anatomy 24(6) F Jan 19 Last day to add class (with permission of Instructor) T Jan 23 * Liver Function, Absorption from Small Intestines 24(6-7) R Jan 25 Large Intestine, Absorption and Use of Nutrients 24(7-8) M Jan 29 Last day to withdraw from class without a “W” on record

T Jan 30 TEST 1, followed by Urinary System Overview and Anatomy 26(1-2, 6) R Feb 1 Nephron and Renal Filtration 26(2-4) T Feb 6 * Reabsorption and Secretion 26(5) R Feb 8 Regulation and Hormones 26(5), 27(2) T Feb 13* Fluid, Electrolyte, and Acid-Base Balance, and Disturbances 27(1-5)

R Feb 15 TEST 2, followed by Nervous System Overview 12(1) T Feb 20 Neurons, Neuroglia, Ion Movements 12(2-3) R Feb 22* Electrical Signals (through Action Potentials) 12(4-6) T Feb 27 Synapses, Neurotransmitters, Information Processing 12(7-9) R Mar 1* Spinal Cord, Spinal Nerves, Somatic Reflexes 13(1-8)

T Mar 6 TEST 3, followed by Brain: Organization 14(1) R Mar 8 Brain: Protection, Structures 14(2-3) T Mar 13* Brain: Structures and Functions 14(4-8) R Mar 15 Brain: Structures and Functions 14(9) F Mar 16 Last day to withdraw from class with a “W” on record T Mar 20* Cranial Nerves, Autonomic Nervous System 14(10)-16(1-8)

R Mar 22 TEST 4, followed by General and Special Senses - Introduction 15(1-5) T, R Mar 27, 29 No Class - Spring Recess T Apr 3 Sensory Function - Olfaction, Taste 17(1-2) R Apr 5 * Sensory Function - Equilibrium, Audition 17(5) T Apr 10 Sensory Function - Vision 17(3-4) R Apr 12* Endocrine System - Overview of Hormone Structure & Function 18(1-2) T Apr 17* Endocrine System - Glands and Hormones 18(3-9)

R Apr 19 TEST 5, followed by Reproductive System - Introduction; Male 28(1-2) T Apr 24 Reproductive System - Male and Female 28(2-4) R Apr 26* Reproductive System - Female 28(3-4) T May 1 TBA

T May 8 FINAL EXAM 9:40 - 11:40 am (same room) comprehensive

BIOLOGY 244L - Kornet Spring 2018

Instructor: Christine Kornet

Time/Sect/CRN: R 5:00-7:20 pm / Sect. 001 / CRN 11568 F 8:30-10:50 am / Sect. 002 / CRN 11569 F 11:30 am-1:50 pm / Sect. 003 / CRN 11570 F 2:30-4:50 pm / Sect. 004 / CRN 11571

Lab Room: LS 16 Office / Hours: Wentworth 10B / Tuesday, Thursday 11:00 am - 1:00 pm, and by appointment Phone/Email: 932-7572; [email protected] (If I do not reply, assume that I have not read it yet.)

Prerequisites: Concurrent enrollment in, or previous completion of BIOL 244 lecture, and previous completion of BIOL 243L (lab), or permission from the Instructor.

Manual: Hand-out materials describing the lab exercises will be used each week in place of a published lab manual. I will send them to your email via Laulima. The lecture textbook is used frequently in lab, so the section pertaining to each week’s lab material should be brought to lab with you. You are required to bring a photo atlas that includes dissection of the cat and the human, and histology. You may purchase the one at the bookstore, A Photographic Atlas for the Anatomy & Physiology Laboratory, or another suitable one. Many students also take their own photographs and/or use images from anatomy websites as optional study aids.

Course Structure: Following BIOL 243L, you will continue to study the body’s structure and function in the lab, exploring the Digestive, Urinary, Nervous, Endocrine, and Reproductive Systems. As learning tools, we use models, preserved specimens for dissection (cat, sheep, etc.), microscope slides, and physiological measurements. You will create a notebook of your own labeled drawings and experiment results, which I will check and grade as you add to them. Instruments and gloves are provided in each dissection lab. Lab safety policy requires that you wear clothing that covers your shoulders and knees, and that you wear close-toed shoes at all times in any biology lab.

Exams: You are tested with four 40-point practical exams. Each exam, including the last one, will test you only on material covered since the previous exam. Lab exams, if missed, cannot be made up at a later time, unless you have an excusable, unalterable situation, and you have gotten permission from the Instructor in advance.

Quizzes, Notebooks, Dissections: Your full participation is expected in every lab class. Each week, you’ll earn a score for your participation in the lab exercise - either dissection, physiological measurement, microscope drawings, or an occasional quiz. These scores add up to 10 points per section of the course, or 40 points total.

Course Grade: Your course grade is calculated out of 200 possible points, earned from your four 40-point exams, and from 40 possible in-class points (on notebooks, dissections, and quizzes). Exam and course grades are based on the following scale: A = 90 - 100% B = 80 - 89% C = 65 - 79% D = 50 - 64% F = <50%

BIOLOGY 244L - Spring 2018 - Kornet

Schedule of Lab Topics (tentative): #Po ints

Jan 11, 12 CAT, HUMAN DIGESTIVE TRACT ANATOMY (DIGESTION I - PART II) 5

Jan 18, 19 ENZYMATIC DIGESTION and DIGESTIVE HISTOLOGY (DIGESTION I and II) 5

Jan 25, 26 EXAM 1 (Friday 8:30 class meets at 10:00, and 11:30 class meets at 1:00.) 40 (Monday, Jan 29 - Last day to withdraw without at W on record.)

Feb 1, 2 URINARY SYSTEM I: ANATOMY & HISTOLOGY 4

Feb 8, 9 URINARY SYSTEM II: URINE COMPOSITION AND TESTS 3

Feb 15, 16 NERVOUS SYSTEM I: SOME SPINAL REFLEXES, SYSTEM HISTOLOGY 3

Feb 22, 23 EXAM 2 (Friday 8:30 class meets at 10:00, and 11:30 class meets at 1:00.) 40

Mar 1, 2 NERVOUS SYSTEM II: SPINAL CORD, MAJOR NERVES OF CAT 3

Mar 8, 9 BRAIN ANATOMY, BRAIN HISTOLOGY, CRANIAL NERVES 4

Mar 15, 16* QUIZ - Cranial Nerves, SENSORY ANATOMY AND HISTOLOGY 3 (Friday, Mar. 16 - Last day to withdraw with a W on record.)

Mar 22, 23 EXAM 3 (Friday 8:30 class meets at 10:00, and 11:30 class meets at 1:00) (No cranial nerves on exam. They are covered only on the Quiz.) 40

Mar 29, 30 NO LABS - SPRING RECESS

Apr 5, 6 ENDOCRINE HISTOLOGY 3

Apr 12, 13 REPRODUCTIVE SYSTEM I AND II: MALE ANATOMY AND HISTOLOGY 3

Apr 19, 20 REPRODUCTIVE SYSTEM I AND II: FEMALE ANATOMY AND HISTOLOGY 4

Apr 26, 27 REVIEW for EXAM 4

Thurs May 3 EXAM 4 (afternoon and evening times to be decided) 40

BIOL 270 Intermediate Cell and Molecular Biology: Syllabus

Course description: BIOL 270 is an integrated study of cell and molecular biology. This course is a required component of the biology major curriculum. The prerequisites are BIOL 175 and 176, or BIOL 125, and CHEM 125; CHEM 242 is recommended.

Primary learning objectives: • Understand the structures and purposes of basic components of cells, especially macromolecules, membranes, and organelles. • Understand how various cellular components are used to generate and utilize energy in cells. • Apply knowledge of cell biology to various examples of changes or losses in cell functions.

Lectures: Monday, Wednesday, and Friday 11:00- 11:50am August 22 to December 14, 2016 Location: Wentworth 9

Course director: Stan T. Nakanishi, PhD Office: STB 113 [email protected] u (808) 932- 7193

Office hours: 2:00-4:30 Mondays and Wednesdays, and by appointment, and anytime my office door is open. Also, please feel free to contact me by email at any time.

Course materials: • Textbook (optional): Becker’s World of the Cell, by Hardin and Bertoni Access code is not required either.

• Online resources: Lecture slides will be posted on Laulima.

Lecture notes and readings: .pdf files of presentations will be posted on Laulima (https://laulima.hawaii.edu/portal). The posted slides will provide only a partial set of the total information provided during the lectures, and are best utilized as a learning supplement in combination with regular lecture attendance and homework assignments.

Grading: Exam #1: 20 Exam #2: 20 Exam #3: 20 Exam #4: 20 Exam #5 (Final) 20

Total: 100 possible points

Exams: There will be five exams for this course. The exams will consist of questions based on content that is provided during the course lectures. Exams will contain a mixture of multiple choice, short- answer, and true-false questions.

Total points and corresponding letter grades: 93-100 A 90-92 A- 87-89 B+ 83-86 B 80-82 B- 77-79 C+ 73-76 C 70-72 C- 60-69 D <60 F

Homework: Homework/review questions will occasionally be posted on Laulima. These assignments will be optional and will not be graded; but doing the assignments may help in understanding and reinforcing some key concepts, and completing these assignments will likely improve your exam scores.

Extra credit and pop quizzes: I don’t have any specific plans for extra credit assignment or pop quizzes, but these might occur during the semester. Extra credit information and/or quizzes will be given during regularly scheduled lecture times.

A few important dates (for a full list, consult the UHH Fall 2016 Academic Calendar):

August 22 First day of instruction August 26 Last day to register or add a class September 5 Labor Day (no class) September 9 Last day to exercise Credit/No-Credit option November 8 Election Day (no class) November 11 Veteran’s Day (no class) November 24-25 Thanksgiving Holiday (no class) December 8 Last day of instruction December 12-16 Final examinations

Planned course timeline (subject to change):

Month Date Weekday Topic Reading (Chapters)

August 22 Monday Course introduction and syllabus Syllabus August 24 Wednesday A Preview of the cell 1 August 26 Friday Chemistry of the cell I 2 August 29 Monday Chemistry of the cell II 2 August 31 Wednesday Macromolecules: Proteins 3 September 2 Friday Macromolecules: Nucleic acids and lipids 3 September 5 Monday Labor Day Holiday September 7 Wednesday Cells and organelles, and review 4 September 9 Friday Exam 1

September 12 Monday Bioenergetics 5 September 14 Wednesday Enzymes: The catalysts of life I 6 September 16 Friday Enzymes: The catalysts of life II 6 September 19 Monday Membranes I 7 September 21 Wednesday Membranes II 7 September 23 Friday Transport across membranes 8 September 26 Monday Glycolysis and fermentation 9 September 28 Wednesday Review session September 30 Friday Exam 2

October 3 Monday Energy metabolism: Aerobic respiration I 10 October 5 Wednesday Energy metabolism: Aerobic respiration II 10 October 7 Friday Energy metabolism: Photosynthesis I 11 October 10 Monday The endomembrane system 12 October 12 Wednesday Cytoskeletal systems 13 October 14 Friday Cell motility 14 October 17 Monday Extracellular structures 15 October 19 Wednesday Review session October 21 Friday Exam 3

October 24 Monday DNA, chromosomes, and the nucleus I 16 October 26 Wednesday DNA, chromosomes, and the nucleus II 16 October 28 Friday DNA replication, repair, and recombination 17 October 31 Monday The genetic code and transcription I 18 November 2 Wednesday The genetic code and transcription II 18 November 4 Friday Protein synthesis and sorting 19 November 7 Monday Review session November 9 Wednesday Exam 4 November 11 Friday Veteran’s Day Holiday 96

November 14 Monday Regulation of gene expression I 20 November 16 Wednesday Regulation of gene expression II 20 November 18 Friday Signal transduction in neurons 22 November 21 Monday Signal transduction: Messengers and receptors I 23

November 23 Wednesday Signal transduction: Messengers and receptors II 23 November 25 Friday Thanksgiving Holiday November 28 Monday The cell cycle and mitosis 24 November 30 Wednesday Sexual reproduction and meiosis 25 December 2 Friday Cancer cells 26 December 5 Monday Course evaluation and a few medical case studies December 7 Wednesday Review session December 14 Wednesday Exam 5: 9:40-11:40am

Further support and Supplementary information:

Missed exams: As a standard, make-up exams will not be given. However, if you have a legitimate excuse (such as a serious medical issue requiring hospitalization, mandatory courtroom appearance, or military duty), please contact me as soon as possible, preferably ahead of time with sufficient documentation. Alternatively, if you do not wish to provide me with the relevant documentation, you have the right to submit your documentation through the Office of the Dean of Students, and on their advice, I will arrange for a make-up exam.

Intermediate Cell and Molecular Biology Laboratory BIOL270L Spring 2018 1 Credits

Section 1: Tuesday 11-1:20pm (LS-3) Section 2: Tuesday 2-4:20pm (LS-3)

Instructor: Davin Vicente, M.S. Office: LS-4 Email: [email protected] Phone: (808) 932-7875 Office hours: Monday 11-12pm or by appointment

Textbook: None required. Lab handouts will be provided a week prior in lab. You are responsible for reading and copying the lab instructions into your lab notebook. Instructions need to be hand written and include enough detail to conduct that day’s experiment. No handouts will be allowed in lab.

Prerequisite: BIOL 175-175L, BIOL 176-176L, CHEM 125L and BIOL 270 or concurrent enrollment, or instructor's consent.

Major course goals: To obtain an understanding of laboratory techniques associated with cell and molecular biology with an emphasis on the use of modern methods of DNA analysis.

Expectations of student conduct: Students should act in a responsible manner while conducting lab experiments. Students should wear laboratory coats, covered shoes, pants, safety glasses, and gloves while performing experiments in the laboratory. Any student with inappropriate behavior or attire will not be allowed to participate in the laboratory experiment. There is no eating, drinking, or smoking permitted in the laboratory. Cell phones and other electronic devices not related to the laboratory experiment should be silenced and put away during laboratory sessions. Students should make sure to clean their respected laboratory area before leaving each session.

Attendance policy: Attendance at all laboratory sessions is mandatory. There will be absolutely no make-up for this course. Attendance during laboratory sessions will be factored into the individual student’s final grade through assignments affected by the student’s attendance.

Plagiarism and cheating: Students are not permitted to "double dip" and submit portions of writing from other courses; all writing assignments should contain original works conducted by the student specifically for this course. Suspected cases of cheating or plagiarism will be reported to the Associate Vice-Chancellor for Student Affairs Office, and will result in the student receiving a zero for that particular assignment. Creating these tables and graphs requires skills used for many professions; therefore students must create all tables and graphs individually. Each lab group is expected to use their own data (sharing of data between lab groups is not allowed). If necessary I may utilize software to compare laboratory reports turned in with all other laboratory reports previously submitted for this course in addition I may utilize Turnitin.com which checks all sources on the web and all assignments previously submitted into turnitin.com from any institution throughout the world.

Advising Statement: Advising is a very important resource designed to help students complete the requirements of the University and their individual majors. Students should consult with their advisor at least once a semester to decide on courses, check progress towards graduation, and discuss career options and other educational opportunities provided by UH Hilo. Advising is a shared responsibility, but students have final responsibility for meeting degree requirements.

Kilohana: The Academic Success Center. Kilohana's mission is to support the learning and retention of all UH Hilo students by fostering the development of independent, self-motivated learners through subject-specific support and academic skills development. Kilohana provides resources and peer tutors for a variety of academic subjects. Kilohana tutors work from three main locations on campus. These are the Writing Center in LRC 123 (first floor of the Mookini Library), the Science Center in STB 117, and the Math Center in CH 5. Daily schedules for Chemistry/Biology tutors can be found at: https://www.google.com/calendar/[email protected] r .google.com&ctz=Pacific/Honolulu

Accommodations for Students with Disabilities: Any student with a documented disability who would like to request for accommodations should contact the Disability Services Office located in Student Services Center (SSC) room E-215. Call us at 932-7623 (Voice), or 932-7002 (TTY), or email [email protected] as early in the semester as possible

Counseling: A student who would like to receive counseling for any reason, please call UH Hilo counseling services; 808-932-7465.

UH Hilo Sexual Assault Policy: UH Hilo provides confidential assistance for victims of sexual assault. Counseling Services on-campus and the YWCA Sexual Support Services off-campus offer guidance regarding medical assistance and emotional help and can discuss options for reporting sexual assaults to law enforcement. All conversations are private and confidential. The UH Hilo Sexual Assault Policy can be found at: http://hilo.hawaii.edu/uhh/vcsa/documents/UHHSexualAssaultPolicy.pdf For assistance during the day, contact UH Hilo Counseling Services at (808) 932-7465; or, after hours and on weekends, contact the YWCA Sexual Assault Support Services at (808) 935-0677.

Methods of evaluation Grades will be assigned according to the following scale: A 90-100% B+ 87-89% B 80-86% C+ 77-79% C 70-76% D 60-69% F 0-59%

80% of the final grade will be derived from laboratory reports. There will be a total of eight lab reports, each worth 10% of your final grade. A student must submit a hard copy of each lab report to the instructor at the start of the laboratory session for it to be considered turned in on time. If a hard copy of the lab report is not submitted at the start of the laboratory session it is due, the grade will be reduced by 20% and an additional 20% for every additional day that it is late. After 5 days the student will automatically receive a 0 for that particular assignment.

20% of the final grade will be derived from the examination of the laboratory notebook throughout the course. Students are expected to outline the general procedures for what will be done on that day before the laboratory begins. Students must also accurately note down in an organized fashion; all data, observations, dates experiments were done. Student should aim to make lab notebook clear and organized (be sure to include a table of contents). All entries into the notebook must be hand written using black or blue ink. The instructor will examine each lab notebook prior to the student leaving each lab meeting. The notebook will be examined 10 times throughout the semester with each day being worth a total of 2% (1% for table contents update/protocol and 1% for data/observations).

Pop quizzes may be utilized to ensure students are prepared for each lab.

Technique Review days are not optional (missing these sessions may result in penalty).

Intermediate Cell and Molecular Biology Laboratory Course Schedule

Date Laboratory Experiment Assignments January 9 Introductions Lab safety form Syllabus Lab safety Introduction to the micropipette 16 Photometry* Notebook examination 1 23 Chromatography Notebook examination 2 Lab report 1 (Photometry) 30 Buffers and pH* Notebook examination 3 Lab report 2 (Chromatography) February 6 Enzyme Kinetics* Notebook examination 4 Lab report 3 (Buffers and pH) 13 Enzyme Kinetics (continued)* -- 20 Technique Review Lab report 4 (Enzyme Kinetics) 27 Extraction and analysis of genomic DNA Notebook examination 5 March 6 PCR amplification Notebook examination 6 Gel electrophoresis Ligation 13 Transformation Notebook examination 7 Lab report 5 (DNA and PCR) 20 Plasmid extraction Notebook examination 8 Restriction digest analysis 27 Spring Break! -- April 3 SDS-PAGE Notebook examination 9 Lab report 6 (Cloning) 10 ELISA Notebook examination 10 Lab report 7 (SDS-PAGE) 17 Technique Review Lab report 8 (ELISA) 24 Course evaluations -- May 1 NO LAB! --

Important dates: th Last day to register or add classes August 26 th Last day to drop class without “W” September 12 th Last day to drop class with “W” October 28

*Bring laptops on this day

Fundamentals of Microbiology Biol275 (Spring 2018), W1, T/TH 8-9:15am Dr. Jonathan Awaya ([email protected]) Office: STB-112 Office Hours: T,TH 10:45am-12pm or by appointment Date Topic Chapter Jan 9 Introduction/History of Microbiology 1 11 Classification of Microorganisms 1 Observing Microorganisms Through a 16 10 Microscope 18 Functional Anatomy of a Prokaryotic 3 Cell 23 Functional Anatomy of a Prokaryotic 3 Cell 25 Functional Anatomy of a Eukaryotic Cell 4 Microbial Mechanisms of Pathogenicity/ 30 Review 15 Feb 1 EXAM I 6 Bacterial Metabolism : Enzymes 5 CASE STUDY #1 DUE 8 Bacterial Metabolism : Energy 5 Production 13 Bacterial Metabolism : Carbohydrate 5 Requirements for Bacterial Growth and 15 Culturing 6 20 Microbial Genetics: Structure and 6 Functio 22 Microbial Genetics: Gene Expression 8

27 Microbial Genetics: Gene Regulation 8 Microbial Genetics: Mutations Mar 1 and Genetic Transfer /Review 8 6 EXAM II Viruses, Viroids, and Prions: Structure & 8 Taxonomy 13 CASE STUDY #2 DUE 13 Viruses, Viroids, and Prions: Cultivation 13 & 15 Antimicrobial Drugs: Mode of Actions 20 20 Antimicrobial Drugs: Resistance 20

22 Principles of Disease & Epidemiology: 14 27 SPRING BREAK 29 April 3 Innate Immunity: Physical and Chemical 16 5 EXAM III 10 Innate Immunity: Inflammation, Fever, Cellular Defense 16 CASE STUDY #3 DUE 12 Adaptive Immunity: Specific Host 17 Defens 17 Adaptive Immunity: Humoral Immunity 17

Date Topic Chapter 19 Adaptive Immunity: Cellular Immunity 17 Pratical applications of Immunology: 24 18 Vaccines. Diagnostic Immunology Immunological Diseases/disorders: 26 Hypersensitivity, AIDS 19 May 1 Final Review 3 NO CLASS/ STUDY DAY

8 FINAL EXAM 7:30-9:30am CASE STUDY #4 DUE

COURSE DESCRIPTION: BIOL 275 is an introduction to bacteria, viruses, and other microorganisms as they relate to human health. Emphasis is on bacterial and viral structure, life cycles, metabolism, and genetics; antimicrobial therapy; immunology and host defenses; and the epidemiology, treatment, and prevention of selected infectious human diseases. PREREQUISITES: One semester college chemistry. STRONGLY RECOMMENDED: BIOL 101, 125 or 175. It is assumed that students enrolled in BIOL 275 will have an understanding of basic cell structure and function and basic chemistry, as well as knowledge of the structure and function of biomolecules such as proteins, nucleic acids, carbohydrates and lipids.

REQUIRED TEXT: Microbiology, An Introduction. Tortora, Funke, Case. (12th Edition Pearson), Mastering Microbiology (Homework/Quizzes), & Fundamentals of Microbiology Supplemental Lecture Notes (not required, but recommended) CLASS ATTENDANCE: You are expected to attend all classes since you are held responsible for all material and assignments presented during lecture. There will be occasional in-class quizzes that will NOT be posted ahead of time. The use of cell phones, laptops, and or any other devices that are used in an inappropriate manner (social networks, emailing, texting, etc.) is prohibited during class.

GRADING: BIOL275 exams are NOT graded on a curve. The grading scale for BIOL275 is: A = 92-100, A- = 90-91 Exams (1, 2, 3, 4) = 100pts ea B+ = 88-89, B = 82-87, B- = 80-81 Pre-lecture Homework= 100pts total C+ = 78-79, C = 72-77, C- = 70-71 Case Studies = 25pts ea D = 60-69 Pop-Quizzes?= ?pts F = 59 and below. Total pts= 600pts

HOMEWORK: Homework Assignments and quizzes will be assigned through Mastering Microbiology website (masteringmicrobiology.com). Each student is required to purchase an access code either through the website or by purchasing the bundled package through the bookstore (textbook, supplemental lecture notes, and mastering microbiology access code). Please contact me with any questions or concerns.

COURSE LEARNING OUTCOMES: This course integrates the fundamentals of microbiology with an emphasis on health field issues and applications. At the completion of the course, a student will have developed critical thinking skills, evaluated current scientific information, and use systematic approaches to solve individual problem based learning projects (ex. group questions and case studies). Students must identify and understand the problems and develop methods to search through lecture notes and current literature to thoroughly answer the case study. Pre-lecture homework assignments due prior to class will prepare students for lecture material and aid students to develop questions or identify problem areas prior to the course lectures. Exams cover material presented in the lectures, text , and any supplemental information given during the semester course. Fundamentals of Microbiology provides a strong foundation for the student's next academic endeavour (ex. Nursing, Pharmacy, Medical School). MAKE-UP EXAM POLICY: If you miss an exam you are required to notify me by phone (808- 779-7551) or by note in my mailbox in the Natural Science Division Office ON the day of the exam. If I don’t receive notification by 8:00am ON THE DAY OF THE EXAM, no make-up will be given. You will be expected to provide documentation for reason of absence e.g. doctor’s certificate. There are no make-up quizzes or homeworks. There are no other opportunities for extra credit. Any student with a documented disability who would like to request accommodation should contact the University Disability Services Office at 933-0816 (V) or 933-3334 (TTY) Campus Center Room 311, as early in the semester as possible.

UH Hilo provides a wide variety of support to students including tutoring, disability services, mental health counseling, and EEO-Title IX support: http://go.hawaii.edu/zAf

Fundamentals of Microbiology Laboratory Biol275L (SPRING 2018), LS16 Dr. Jonathan Awaya ([email protected]) W :9am-11:30pm; 1pm-3:30pm Date Topic Lab pages Due

Jan 10 Lab Safety, Visualizing Microbes, Introduction to Microscopy 3; 7-14

17 Classification, survey of microorganisms 19-32

Media preparation, Culture technique, streak plate method, 24 Smear prep and simple staining 35-70 Gram Staining, Isolation Staphylococcus aureus on m-STAPH 71-76; Feb 31 broth 89-90

Gram Staining with SM110 culture, Isolation of 7 Staphylococcus aureus on MSA & Blood Agar 89-92

Observe Blood Agar for hemolysis/ and on MSA, Slide 14 Agglutination Test for Staphylococcus aureus, 89-96 77-85; 137- 21 Spore Staining and Capsule staining 142 March 28 Antimicrobial Sensitivity of Bacteria 109-118

Epidemiology-Fomite and direct transmission of microbes and 97-103; 104- 7 handwashing; 108

White Blood Cell Study, Blood Grouping, & Measurment of 14 129-136 cells (comparison of Bacillus and WBC)

Dental Carries-Prone to cavities?Membrane Filter technique- 21 Modified for Fecal Coliform test handout

28 Spring Break

125-126; 15- April 4 Lactic Acid Fermentation- wine & yogurt making 18 149-150, 11 Bacterial Plate Counts, Food lab 151-153 149-150, 18 Bacterial Plate Counts, Food lab, Evaluate Plates 151-153 25 LAST QUIZ! Turn in any late assignments or make up quizzes

COURSE LEARNING OUTCOMES: This laboratory course complements the fundamentals of microbiology lecture material with microbiology experiments. At the end of the course, each student will be able to conduct experimental procedures, interpret and analyze results, and reach conclusions through examining experimental data. Specifically, students conduct weekly laboratory experiments and record results/data following the completion of each experiment. Students present their hypothesis, data and results and interpretation of their results in a lab notebook. Formed graphs, tables, and figure explanations are incorporated into the results section and critical thinking questions are addressed at the end of each lab experiment to evaluate the student’s comprehension. LABORATORY NOTEBOOK: Each student must record the purpose, hypothesis, results, and discussion for each of the conducted weekly experiments. Laboratory reports will be collected at the beginning of each lab along with the answers to critical-thinking questions about the experiment. Critical thinking section will examine student’s understanding of the experiment by presenting challenging or applied questions. Grading will be based off a 1-10 point scale for each lab report and every day the laboratory report is late= 10% reduction in grade. LABORATORY MANUAL: Microbiology Laboratory BIOL275L (Custom Lab Manual for UHH) *Lab coats (or lab-dedicated long sleeve shirt) and covered shoes are required for every lab.

CONTACT INFORMATION: Dr. Jonathan Awaya STB112 [email protected] 932-7180

GRADING: A short quiz will be given PROMPTLY at the beginning of each lab. Each quiz is worth 10 points. Your lab grade will be determined from the average of your quiz scores (I will drop 2 lowest grades, 80% of your lab grade) and attendance/participation points (20% of your lab grade) given for your attendance, participation and completed lab manual exercises. Each quiz will cover material from the previous week’s lab work. There are NO make-ups for quizzes. If you are absent from class or arrive to class after the quiz has been given out, you CANNOT take the quiz. BE PROMPT! There will be no Final Examination for the class.

SCHEDULE: The lab schedule may be altered due to unforeseen circumstances. I will inform you as soon as possible of any changes. You are required to read the appropriate lab exercises prior to coming to class. Plan your lab work!

Note for students with special needs. Any student with a documented disability who would like to request accomodations should contact the University Disability Services Office at 933-0816 (V), 933-3334 (TTY), Campus Center Room 311, as early in the

semester as possible.

UH Hilo provides a wide variety of support to students including tutoring, disability services, mental health counseling, and EEO-Title IX support: http://go.hawaii.edu/zAf

GENERAL ECOLOGY SPRING 2018 SYLLABUS

WHY TAKE THIS COURSE?

discipline • Ecology is a young scientific discipline that deals

with studying the distribution and abundance of 2) Provide the basis for evaluating organisms, and the interactions of organisms to each ecological research other and the environment. 3) Apply the basic principles and • This course is required for Biology majors with either perspectives discussed to current BIOL 175 or BIOL 176 as a prerequisite. It is also environmental problems required for Environmental Studies/Science majors and for the Environmental Science Concentration in the Natural Science major, and it is an elective for other majors. • Ecology is fun and challenging at the same time. Understanding patterns and processes occurring in the natural world requires integration and knowledge of biology, chemistry, geology, geography, mathematics, and physics.

LEARNING OBJECTIVES

1) Provide students with the introductory concepts of ecology as a scientific

COURSE DETAILS

Dr. Rebecca Ostertag INSTRUCTOR

Wentworth 11

932-7573 [email protected]

11 am-noon M, W; 4-5 pm W, OFFICE HRS

or by appointment SCALES OF ECOLOGICAL SCIENCE COVERED IN THIS COURSE. SOURCE: RICKLEFS (2008). 10-10 :50 am M, W, F CLASS MEETING

Wentworth 1

Ricklefs, R.E. & R. Relyea. 2014. Ecology: The Economy of Nature. 7th ed. W.H. Freeman and Company, NY.

Check the course website on Laulima often for announcements, syllabus, and assignments

GENERAL ECOLOGY SYLLABUS SPRING 2018

DETAILED SCHEDULE

DATE TOPIC DUE Jan 8 What is Ecology? Ch. 1 Jan 10 Climate Ch. 5 Jan 12 Soils Ch. 5, 3 (p. 58-62) Jan 15 HOLIDAY Jan 17 Biomes Ch. 6 Jan 19 Evolution Ch. 7 Jan 22 Evolution Ch. 7 Jan 24 Adaptations & Limiting Factors Ch. 2-4 Jan 26 Adaptations & Limiting Factors Ch. 2-4 Jan 29 EXAM 1 Jan 31 Life Histories Ch. 8 Feb 2 Population Ecology Ch. 11

Feb 5 Population Structure Ch. 11 WHAT INTERSPECIFIC INTERACTION IS Feb 7 Population Growth Ch. 12 OCCURRING? SOURCE: RICKLEF (2008).

Feb 9 Population Growth Ch. 12 Conservation of Populations Feb 12 Interspecific Interactions/Comp. Feb 14 Ch. 13 Competition Feb 16 Ch. 16 HOLIDAY Feb 19 Ch. 16 Predation and Herbivory Feb 21 Ch. 14 Parasitism and Disease Feb 23 Ch. 15 Mutualism Feb 26 Ch. 17 EXAM 2 Feb 28 Community Structure Mar 2 Ch. 18 Community Structure Mar 5 Ch. 18 Succession Mar 7 Succession/Succession Game Ch. 19

Mar 9 Community Biodiversity Ch. 19

Mar 12 Community Biodiversity Global Ch. 22

Mar 14 Conservation Ch. 22

Mar 16 Hawai‘i Research in Comm. Ecol. Ch. 23 Mar 19 Community Functioning 14 Mar 21 EXAM 3 Mar 23

HILO, HI IS PART OF THIS BIOME. SOURCE: RICKLEFS (2008).

GENERAL ECOLOGY SYLLABUS

DETAILED SCHEDULE (CONTINUED)

DATE TOPIC DUE Apr 2 Introduction to the Ecosystem Ch. 20 Apr 4 Energy in the Ecosystem Ch. 20 Apr 6 Invasive Species Apr 9 Restoration Apr 11 Nutrient Regeneration Ch. 21 Apr 13 Nutrient Regeneration Ch. 21 Apr 16 Other Ecosystem Ecology Apr 18 Ecosystem Services Apr 20 Hawai‘i Research in Ecosystems Apr 23 Global Ecology

http://green.blogs.nytimes.com/2012/12/17/an Apr 25 Global Ecology -odometer-moment-on-a-warming-planet/ Apr 27 Global Ecology Apr 30 Global Ecology Grading: May 2 Global Ecology

Everyone in the class starts with an A! Your beginning score will be 100%, and your percentage will drop over the semester if you miss points on assignments. You will be able to check your score frequently on Laulima under the Gradebook link. Also please understand that this scoring method means that earlier in the semester your grade will be high, but will drop as the semester goes on, especially as we get to the end of the semester and most of the points have been allocated.

1. Exams: 325 pts. Midterms 1, 2, 3 are each worth 75 points, and the final is worth 100 points. Exams will cover material presented in lecture and material in the textbook. Most of the exam questions will be short answer questions, sometimes requiring you to integrate information or solve new problems. There may be occasional definitions, fill-in-the-blank, multiple choice, or matching questions on the exams as well. Copies of old exams will be posted on Laulima.

At the minimum, you can be guaranteed to receive: 90-100%=A- to A, 80-89%=B- to B+, 70-79%=C- to C+, 60- 69%=D, below 60%=F.

2. Homework and In-class Assignments: 115 pts. There will be periodic assignments throughout the semester, approximately 1- 2 per week. These may be problem sets, library exercises, data analysis, Internet exercises, critiques of scientific papers, or in- class group tasks. Homework assignments will be assigned in class and posted on Laulima and you will typically have 4-7 days to complete the assignment. We will also do many short in-class assignments. If you miss class on those days, you generally will not be able to make them up, but each assignment will be low in point value. Please turn in your assignment by handing in a hard copy or turning in via Laulima, if a link under Assignments is provided. Do NOT email me your assignment—I don’t want to have it get lost in my emails.

3. Creative Project: 60 pts. A creative endeavor that involves evaluation of peer-reviewed ecology research is required. The objective of the assignment is to integrate ecological knowledge in a way that is understandable by the general public. The project will consist of a creative product (e.g., drawing, song, poem, video, photograph, sculpture, food, website), a one-page written summary, and an annotated bibliography. More details will be given later in the semester. 16

GENERAL ECOLOGY - SYLLABUS

Below are web resources to learn more about ecology and other environmental sciences

Employment Resources

Careers in Ecology: http://www.esa.org/education_diversity/explore.php Archives of the Ecological Society of America Ecolog List-Serv – search Ecolog-L archives for numerous job postings at all levels: https://listserv.umd.edu/archives/ecolog-l.html Environmental Career Opportunities: http://www.ecojobs.com/ Environmental Careers World: http://www.environmental-jobs.com E Jobs: Environmental Jobs and Careers: http://www.ejobs.org/ The Environmental Careers Organization: http://www.eco.org/ Research Experiences for Undergraduates (REU): http://www.nsf.gov/crssprgm/reu/reu_search.cfm The Organization of Biological Field Stations: www.obfs.org/ Student Conservation Association: http://www.thesca.org/

Environmental Career Resources for UHH students and beyond: www.environmentalcareerresources.uhh.hawaii.edu. Find out about upcoming events, job opportunities, scholarships, graduate school, profiles of environmental scientists and COURSEmanagers, POLICIES and more! laulima.hawaii.ed u

1. Students are responsible for all material covered in lecture, General information about ecology as a textbook, and other readings, videos, etc. The assigned profession and the types of ecological material should be read before the scheduled lecture. research being conducted: 2. Extensions on assignments are automatic; however, you will lose 5 % for each day that an assignment is late. • Ecological Society of America: Weekends (Sat. and Sun. will count as one day). www.esa.org 3. Make-up exams will only be given under extreme • What Ecologists Do: extenuating circumstances. http://www.esa.org/education/ecologists 4. Announcements, homework assignments, and handouts will • Long-Term Ecological Research be posted on the course website through Laulima, Network: http://lternet.edu/ laulima.hawaii.edu. • National Council for Science and the 5. Please come on time—it’s distracting to the instructor and Environment: http://CNIE.org/ other students when people are late. • Organization for Tropical Studies: 6. Turn off your cell phones during class. http://www.ots.duke.edu/ 7. If you are going to be surfing the Internet or playing with • Hawai`i Conservation Alliance: your phone during class—are you getting your money’s http://hawaiianconservation.org/ worth? • National Ecological Observatory Network: http://www.neoninc.org/

• Encyclopedia of Life: http://eol.org/

STUDENT RESOURCES

Disability Services: Any student with a documented disability who would like to request accommodations should contact the University Disability Services Office – Hale Kauanoe A Wing Lounge, 932-7623 (V) or 932- 7002 (V), [email protected] – as early in the semester as possible.

Kilohana: The Academic Success Center provides academic support opportunities for all UH Hilo students that foster their development into independent, self-motivated learners. Students who visit Kilohana have access to subject-specific and academic skills tutoring from UHH students selected for their academic achievement and dedication to helping others succeed. Kilohana is located on the lower level of the Mookini Library and on the web at http://hilo.hawaii.edu/kilohana/.

Advising: Advising is a very important resource designed to help students complete the requirements of the University and their individual majors. Students should consult with their advisor at least once a semester to decide on courses, check progress towards graduation, and discuss career options and other educational opportunities provided by UH Hilo. Advising is a shared responsibility, but students have final responsibility for meeting degree requirements. Please feel free to contact the Advising Center at ext. 7776 if you have any questions or concerns.

Counseling Services: The UH Hilo community is committed to and cares about all students. Life at college can get complicated. Students sometimes feel overwhelmed, lost, experience anxiety or depression, struggle with relationship difficulties, family responsibilities, or diminished self- esteem. However, supportive services are available and effective. UH Hilo Counseling Services helps students cope with difficult emotions and life stressors. Counseling Services is staffed by experienced, professional counselors, who are attuned to the diverse needs of all types of college students. The services are FREE and completely confidential. Find out more at https://hilo.hawaii.edu/studentaffairs/counseling or by calling (808) 932-7465.

For immediate help, contact The Crisis Line of Hawaii 1-800-753-6879, the National Suicide Prevention Hotline 1-800-273-8255 (suicidepreventionlifeline.org), or text “Aloha” or “Hello” to the Crisis Text Line 741-741. 19

UH Hilo Sexual Assault Policy: UH Hilo provides confidential assistance for victims of sexual assault. Counseling Services on campus and the YWCA Sexual Support Services off campus offer guidance regarding medical assistance and emotional help and can discuss options for reporting sexual assaults to law enforcement. All conversations are private and confidential. The UH Hilo Sexual Assault Policy can be found at: http://hilo.hawaii.edu/uhh/vcsa/documents/UHHSexualAssaultPolicy.pdf. For assistance during the day, contact UH Hilo Counseling Services at (808) 932-7465; or, after hours and on weekends, contact the YWCA Sexual Assault Support Services at (808) 935-0677.

STUDENT RESOURCES

The University of Hawaii is committed to

providing a learning, working and living

environment that promotes personal

integrity, civility, and mutual respect and is

free of all forms of sex discrimination and

gender-based violence, including sexual assault, sexual harassment, gender-based

harassment, domestic violence, dating

violence, and stalking. If you or someone

you know is experiencing any of these, the

University has staff and resources on your

campus to support and assist you. Staff can also direct you to resources that are in the

community. As members of the University

faculty, we are required to immediately

report any incident of sex discrimination or

gender- based violence to the campus Title NURSE TREE EFFECT, HAWAI‘I VOLCANOES NATIONAL PARK; IX Coordinator. Although the Title IX PHOTO: R.OSTERTAG Coordinator and I cannot guarantee confidentiality, you will still have options about how your case will be handled. My goal is to make sure you are aware of the range of options available to you and have access to the resources and support you need. For more information regarding sex discrimination and gender-based violence, the University’s Title IX resources and the University’s Policy, Interim EP 1.204, go to: http://www.hawaii.edu/titleix.

If you wish to remain ANONYMOUS, speak with someone CONFIDENTIALLY, or would like to receive information and support in a CONFIDENTIAL setting, contact: 1) UH Hilo Counseling Services: SSC, room E-203, 932-7465; 2) UH Hilo Medical Services: Campus Center, room 212, 932-7369; 3) Hawaii Island YWCA, 935-0677.

Libby Bailey, Title IX Coordinator: 932-7818, [email protected]

Jennifer Stotter, Director of the Office of Equal Opportunity & Deputy Title IX Coordinator: 932-7641, [email protected]

Annette Sugimoto, Acting Director of Human Resources: 932-7626, [email protected]

* Please note that you do not have to file a report with the University to receive institutional support or assistance.

BIOL 340 Cellular Neurobiology: Syllabus

Course description: We will explore the cellular and molecular mechanisms in the form and function of the nervous system. Topics include electrophysiology, synaptic integration and plasticity, sensory and motor systems, neuromodulation, and molecular neuropathology. Prerequisite: BIOL 270, equivalent, or instructor permission.

Primary learning objectives: • Identify the primary electrophysiological characteristics of neurons and neural circuits • Identify and describe the major molecular components involved in synaptic transmission • Describe the basic forms and functions of sensory and motor systems • Understand the fundamentals of neuromodulation • Identify and describe the underlying molecular mechanisms in various neuropathological cases

Lectures: Monday, Wednesday, and Friday 10:00- 10:50am January 8 to May 2, 2018 Location: Wentworth 14 (W14)

Course director: Stan T. Nakanishi, PhD Office: STB 113 [email protected] u (808) 932- 7193

Office hours: 2:00-4:30 Mondays and Wednesdays, and by appointment, and anytime my office door is open. Also, please feel free to contact me by email at any time.

Course materials: • Textbook (optional): Neuroscience 4th or 5th edition, by Dale Purves Access code is not required either.

• Online resource: Lecture slides and homework assignments will be posted on Laulima.

Grading: Exam #1: 20 Exam #2: 20 Exam #3: 20 Exam #4: 20 Exam #5 (Final) 20 23

Total: 100 possible points

Exams: There will be five exams for this course. The exams will consist of questions based on content that is provided during the course lectures.

Total points and corresponding letter grades: 93-100 A 90-92 A- 87-89 B+ 83-86 B 80-82 B- 77-79 C+ 73-76 C 70-72 C- 60-69 D <60 F

Extra credit: I don’t have any specific plans for extra credit assignment, but these might occur during the semester. Extra credit information and/or quizzes will be given during regularly scheduled lecture times.

A few important dates (for a full list, consult the UHH Spring 2018 Academic

Calendar): New Year’s Day January 1 First day of instruction January 8 Martin Luther King Day (holiday) January 15 President’s Day (holiday) February 19 Spring recess March 26-31 Last day of instruction May 2 Final exams May 7-11

Planned course timeline (subject to change):

Month Date Weekday Topic Reading (Chapters)

January 8 Monday Course introduction Syllabus January 10 Wednesday Studying the nervous system 1 January 12 Friday Electrical signals 2 January 15 Monday Martin Luther King Holiday (no class) January 17 Wednesday Voltage-dependent channels 3 January 19 Friday Ion channels and transporters 4 January 22 Monday Synaptic transmission 5 January 24 Wednesday Neurotransmitters and receptors 6 January 26 Friday Molecular signaling in neurons 7 January 29 Monday Synaptic plasticity 8 January 31 Wednesday Review session February 2 Friday Exam #1

February 5 Monday Somatosensory system 9 February 7 Wednesday Pain 10 February 9 Friday Vision: The Eye 11 February 12 Monday Central visual pathways 12 February 14 Wednesday Auditory system 13 February 16 Friday Vestibular system 14 February 19 Monday President’s Day Holiday (no class) 14 February 21 Wednesday Chemical senses and Review session 15 February 23 Friday Exam #2

February 26 Monday Lower motor neuron circuits 16 February 28 Wednesday Upper motor neuron control 17 March 2 Friday Basal ganglia 18 March 5 Monday Cerebellum 19 March 7 Wednesday Eye movements 20 March 9 Friday Respiration March 12 Monday Visceral motor system 21 March 14 Wednesday Review session March 16 Friday Exam #3

March 19 Monday Early brain development 22 March 21 Wednesday Construction of neural circuits 23 March 23 Friday Pre-Spring Break Holiday (no class) March 26-30 Mon-Friday Spring Recess (no class) April 2 Monday How experience modifies neural circuits 24 April 4 Wednesday Repair and regeneration in the nervous system 25 26

April 6 Friday Association cortices 26 April 9 Monday Speech and language 27 April 11 Wednesday Sleep and wakefulness and Review session 28 April 13 Friday Exam #4

April 16 Monday Emotions I: Fear and anger 29 April 18 Wednesday Emotions II: Happiness April 20 Friday Sex, sexuality, and the brain 30 April 23 Monday Memory 31 April 25 Wednesday Hallucinogens (Psilocybin and LSD) April 27 Friday Autism spectrum and Asperger’s syndrome April 30 Monday Aging, dementia, and Alzheimer’s disease May 2 Wednesday Neurophilosophy and ethics

May 9 Wednesday Exam #5 9:40am-11:40am

Further support and Supplementary information:

BIOL 357: Evolution Spring 2018 Syllabus

Instructor: Dr. Cam Muir Class time: Tuesday, Thursday 2-3:15pm Office: STB-109 Phone: 932-7500 e-mail: [email protected] Office hours: M 10-11, W 10-11 or make appointment

Course description: A great geneticist said that biology makes sense only in the context of evolution (T. Dobzhanski). The goal of BIOL 357 is to demystify the evolutionary process. There is presently a great deal of misunderstanding about the evolution of life on this planet and these misunderstandings have fed confusion and led to the creation of a pseudo-controversy. In this class I would like to investigate with the students why the study of evolution sheds so much light on biological phenomena. We will look at mechanisms of evolution, methods employed to study evolution, and data that helps us to understand evolution, along with some interesting case studies. NB: There may be students who adhere to the precepts of Special Creation as described by a multitude of religions across the world. I do not challenge anyone’s faith or religious belief system nor should anyone feel thus challenged by this class. This is not a class in theological philosophy and I do not feel in anyway compelled to spend class time on the numerous creation stories presented by religious faiths around the world. We will investigate topics in biology and students will be required to understand the ideas covered in this class when they write exams and term papers.

Getting an A 1) Do the reading BEFORE CLASS (count on 3hrs homework/1hr lecture) 2) Come to class with questions based on the reading and your notes 3) Re-write your notes after class 4) Get together with classmates to study 5) Come to my office hours with thoughtful questions

Grades Mark Breakdown A 90-100 A- 86-89 Midterms 35% B+ 80-85 B 75-79 B- 70-74 Term paper proposal 5% C+ 66-69 C 60-65 C- 56-59 Term Paper 20% D 50-55 F <50 **Presentation 10% **Take-home Final 25% Reaction Paper 5%

Text: Evolutionary Analysis fifth edition Freeman & Heron Suggested Readings: The Beak of the Finch Weiner

Course Policies: respect your kumu and your classmates. students are responsible for all materials covered in class extensions on assignments do not require permission but come with 5% per day cost only exceptional circumstances will be considered for writing exams on alternate dates and arrangement MUST BE MADE PRIOR to the day of the scheduled exam

Week of: Topic

January 8 Overview

January 15 Dr. Martin Luther King Day Great transformations

January 22 Molecular evolution

January 29 Mendelian genetics February 5

Population genetics, genetic drift

February 12 Exam 1 Extinctions, conservation

February 19 President’s Day Natural selection, sexual selection Term paper proposal due

February 26 Adaptation

March 5 Species and speciation Reaction Paper due

March 12 Phylogenetics and phylogeny construction

March 19 Primate evolution

March 26 Spring Break

April 2 Primate evolution

April 9 Exam 2 Student group presentations Term paper due (no extensions)

April 16 Student group presentations

April 23 Student group presentations

April 30 Last Day of Class May 1

Biology of Microorganisms Biol375 (Spring 2018), W9, T/TH 9:30-10:45am Dr. Jonathan Awaya ([email protected]) Office: STB-112 Office Hours: T,TH 10:45am-12pm or by appointment

Date Topic Chapte r Jan 9 Introduction History of 11 Microorganisms/Microbial 1 World- Taxonomy 16 Cell Structure- Bacteria 2 18 Cell Structure- Archaea 2 23 Nutrition, culture and metabolism 3 25 Molecular Microbiology I 4 30 Molecular Microbiology II/ Review 4 Feb 1 EXAM 1 6 Microbial Growth I 5 8 Microbial Growth II 5 13 Microbial Genomics I 5 15 Microbial Genomics II 6 20 Metabolic Regulation I 6 22 Metabolic Regulation II 7 27 Metabolic Regulation III/Review 7 Mar 1 EXAM 2 6 Viruses and Virology 8 8 Viruses and Virology 8 13 Viral Genomes 9 15 Genetics of Bacteria 10 20 Genetic Engineering 11 22 Microbial Biotechnology/ Review 11 (12?) 27 Spring Break 29 Spring Break

April 3 Human-Microbe Interaction 24/25 5 EXAM 3

10 Epidemiology 29

12 Immunology I 26

17 Immunology II 27 19 Molecular Immunology 26

24 Review

Date Topic Chapter

26 EXAM 4

Final Review for Final /last day for May 1 presentation

3 NO CLASS/ STUDY DAY

8 CUMULATIVE FINAL EXAM 9:40-11:40am

COURSE DESCRIPTION: Fundamental principles of microbiology combined with recent developments in and applications to microbial evolution, ecology, molecular genetics and immunology. Pre: BIOL 270 and 270L. REQUIRED TEXT: Brock Biology of Microorganisms. MT Madigan, JM Martinko 15th or 14th Edition. Or earlier edition CLASS ATTENDANCE: You are expected to attend all classes since you are held responsible for all material and assignments presented during lecture. There will be occasional in-class quizzes that will NOT be posted ahead of time. The use of cell phones, laptops, and or any other devices that are used in an inappropriate manner (social networks, emailing, texting, etc.) is prohibited during class.

GRADING: BIOL375 exams are NOT graded on a curve. The grading scale for BIOL375 is: A = 92-100, A- = 90-91 Exams (1, 2, 3, 4, 5) = 100pts ea B+ = 88-89, B = 82-87, B- = 80-81 Presentation= 50pts C+ = 78-79, C = 72-77, C- = 70-71 Total pts= 550pts D = 60-69 F = 59 and below. HOMEWORK: There is no homework required for this course. All reading and preparation will be done through lecture notes and studying. Exceptions will be made during class if information is required for the following lecture.

PRESENTATION: 10-12min presentation (powerpoint) will be conducted by each student prior to lecture for that day. Presentations should be accompanied by a well written summary for the class which shall include the references used in the presentation. There will be a maximum of 2 presentations a day a sign up sheet will be provided and topics shall be current.

COURSE LEARNING OUTCOMES: All graduates with a degree in Biology should know the content areas listed within the syllabus and be able to demonstrate satisfactory knowledge in each category: microbial cell biology,microbial genetics, microbe-human interaction, and microbe-environment interactions. This would best be achieved by taking the course in microbiology with a laboratory component. The topics and skills will be integrated into common core courses of biology majors, with specific microbiological examples. This will be accomplished through student presentations, exams, and problem based learning case studies.

MAKE-UP EXAM POLICY: If you miss an exam you are required to notify me by phone (808- 932-7180) or by note in my mailbox in the Natural Science Division Office ON the day of the

certificate. There are no make-up quizzes or homeworks. There are no other opportunities for extra credit.

UH Hilo provides a wide variety of support to students including tutoring, disability services, mental health counseling, and EEO-Title IX support: http://go.hawaii.edu/zAf

Biology of Microorganisms Laboratory Biol375L (Spring 2018), LS3 Davin Vicente, M.S. ([email protected]) Tuesday 6-8:20pm

Date Topic Read pages Due January 9 Lab Safety; Introduction to Microscopy 3-4; -- Quiz 1 5-18 16 Eukaryotic microorganisms (Protozoa) 23-32 LR 1 p.13-14 Quiz 2 23 Aseptic technique, Media Prep, Smear 33-70 LR 2 p.27-32 Preparation, Simple Staining Quiz 3 30 Observation of cultures 71-76; -- Gram Staining; Lab 1: Isolation Staphylococcus aureus 119-122 in M-staph broth Quiz 4 February 6 Lab 2: Isolation of Staphylococcus aureus on SM110, 119-124 LR 3 p.43-44,51-54, MSA, & Blood Agar 63, 69-70, 75-76 Quiz 5 13 Lab 3: Observation of SM110, MSA, and Blood 119-128; -- agar plates; Lab 4: Slide Agglutination Test for 87-100 Staphylococcus aureus; Biochemical activities Quiz 6 20 Observation of Biochemical activities; Differential 77-86; LR 4 p. 124-128 Staining (Spore/capsule) 15-18 Quiz 7 27 Antimicrobial Sensitivity of Bacteria 129-138 LR 5 p. 83-85 Quiz 8 LR 6 p.93-94, 99-100 March 6 Observations of Antimicrobial Sensitivity of Bacteria; 109-118 -- Cultivation and numeration of bacteriophages Quiz 9 13 Observations of bacteriophage cultivation 101-108 LR 7 p. 137-138 and numeration; Bacterial genetics (conjugation) Quiz 10 20 Spring Break! -- -- 27 Observation of bacterial conjugation; Membrane 147-156 LR 8 p. 117-118 Filter technique-Modified for Fecal Coliform test Quiz 11 April 3 Observations of Fecal Coliform test; Oral Handout LR 9 p.107-108 microflora diagnostic kit Receive Unknown Cultures! 36

Quiz 12

10 Observations of oral microflora diagnostic kit LR 10 p. 153-155 Work on Unknown 17 Work on Unknown LR 11 Handout 24 Work on Unknown May 1 Evaluations -- ID of Unknown

Laboratory Manual: Symbiosis Microbiology Laboratory BIOL375L *Lab coats (or lab-dedicated long sleeve shirt) and covered shoes are required for every lab. Instructor: Davin Vicente, M.S. LS-4 davinv@hawai i.edu (808) 932-7875 Office hours: Monday 11-12pm or by appointment

Grading: A short quiz will be given PROMPTLY at the beginning of each lab. Each quiz is worth 10 points. Your lab grade will be determined from the average of your quiz scores (25% of your lab grade). Each quiz will cover material from the lab readings required for that day. There are NO make-ups for quizzes. If you are absent from class or arrive to class after the quiz has been given out, you CANNOT take the quiz. BE PROMPT! Attendance/participation points (50% of your lab grade) through completed lab reports. Laboratory reports will be collected at the beginning of each lab. Grading will be based off a 1-10 point scale for each lab report and every day the laboratory report is late = 10% reduction in grade. The ID of Unknown Project will be worth 25pts (25%). There will be no Final Examination for the class. A 92-100 B+ 88-89 B- 80-81 C 72-77 D 60-69 A- 90-91 B 82-87 C+ 78-79 C- 70-71 F 0-59 Specific skills that will be learned: I. Discipline specific A. Practicing laboratory safety B. Collecting and handling specimens C. Isolating and identifying microorganism (differentiation) D. Using a microscope E. Pipetting and micropipetting F. Using aseptic technique G. Growing and controlling microorganisms H. Utilizing basic antigen-antibody interactions I. Making dilutions II. General A. Effectively communicating scientific information B. Finding and using appropriate resources C. Critically evaluating information, results, and incompatibilities D. Demonstrating ethical behavior and scientific integrity E. Microbes transforming the environment

Schedule: The lab schedule may be altered due to unforeseen circumstances. I will inform you as soon as possible of any changes. You are required to read the appropriate lab exercises prior to coming to class. Plan your lab work!

Note for students with special needs: Any student with a documented disability who would like to request accommodations should contact the University Disability Services Office at 932-7623 (V), 932- 7002 (TTY), Hale Kauanoe A Wing Lounge (Room), as early in the semester as possible.

found at: http://hilo.hawaii.edu/uhh/vcsa/documents/UHHSexualAssaultPolicy.pdf For assistance during the day, contact UH Hilo Counseling Services at (808) 932-7465; or, after hours and on weekends, contact the YWCA Sexual Assault Support Services at (808) 935-0677.

Biochemistry Lab Syllabus (Biol 410L; Fall 2017)

Instructor: Dr. Li Tao Phone: (808) 932-7179 Office: STB111 Email: [email protected] u

Hours and location: Section 1: Wed: 10:00am – 1:50pm (LS3) Section 2: Thr : 8:30am – 12:20pm (LS3)

Course Description: This lab course applies concepts learned in Biochemistry course (BIOL410) to a research project: Generation, purification and functional analysis of a specific antibody. This research project will train students with standard techniques in protein biochemistry and immunology, as well as some cutting-edge methods in molecular cloning and cell culture. The project will provide the students with a hands-on experience on experimental design, execution, trouble-shooting, and effective presentation of the results, so they will be well prepared for their future careers in industry, healthcare or graduate research.

Learning Objectives: After completion of this course, students will be able to: (1) Effectively carry out fundamental biochemistry experiments, including protein expression, protein purification, antibody characterization and protein activity analyses. (2) Develop skills necessary to become a scientist, including testing hypotheses, designing experiments, interpreting results, and collaborating with peers. (3) Gain a thorough understanding of modern biochemical techniques. (4) Refine writing skills on scientific projects.

Course Policy and Requirement: (1) Attendance is mandatory. Three or more unexcused absences will result in a score of 0. (2) There is no lab textbook for this course. Handouts and reference articles will be provided. (3) Lab Notebooks: Each student should maintain his/her own lab notebook, which should be written so that other people can follow your work exactly to achieve the same result(s).

Grading: Students will be evaluated based on: (1) Attendance. (30%) (2) Technical performance during experiments. (30%) (3) 8 page review on one of the following fields: Principles of protein purification; Antibody-mediated immunity; or Application of antibodies in molecular and cellular biology. (20%). (4) Lab report (not lab notebook): in the format of a research article (10 pages). (You can find good examples from scientific journals such as Nature, Current Biology, Journal of Cell Biology, and PNAS…) (20%)

Outline of instruction and experiments: Week 1: Induction. Lab Safety Conduct. Week 2-3: Design and generation of a specific antibody. Week 4-7: Purification of antibodies with affinity chromatography. Dialysis and concentrating of antibodies. Measurements of concentration and purity. Week 8-11: Purification of proteins (antigens) from eukaryotic cells. Week 12-14: Testing the interaction between antibody and antigen (western-blotting, or immunostaining). Week 15-16: Using purified antibody to functionally block protein’s activity.

Biochemistry Biol 410 (Fall 2017) course syllabus Dr. Li Tao ([email protected])

Lectures: 9:00-9:50am MWF, UCB100. Office: STB-111(932-7179). Office Hours: M/F: 10:00-11:00am, or by appointment Date Topic Chapter August 21 Introduction 23 Review of basic chemical & physical concepts 1 25 Protein structure and function I 2 28 Protein structure and function II 2 30 Protein structure and function III 2,7 September 1 Research techniques for proteins 3 4 Labor Day 6 Enzymes I 8 8 Enzymes II 8 11 Catalysis 9 13 Regulation of Enzyme 10 15 Catch up, 1st review for Exam 1 18 2nd review for Exam 1 20 Midterm Exam 1 22 Nucleic acids and gene expression I 4 25 Nucleic acids and gene expression II 4 27 Carbohydrates I 11 29 Carbohydrates II 11 October 2 Lipids and membranes I 12,13 4 Lipids and membranes II 12,13 6 Bioenergetics and oxidative phosphorylation I 15,18 9 Bioenergetics and oxidative phosphorylation II 15,18 11 Catch up, 1st review for Exam 2 13 2nd review for Exam 2 16 Midterm Exam 2 18 Ovcrview of metabolism 15,27

20 Protein and amino acid metabolism I 23,24,30 23 Protein and amino acid metabolism II 23,24,30 25 Protein and amino acid metabolism III 23,24,30 27 Nucleic acid and nucleotide metabolism I 25,28,29 30 Nucleic acid and nucleotide metabolism II 25,28,29 November 1 Nucleic acid and nucleotide metabolism III 25,28,29

Date Topic Chapter

November 3 Catch up, 1st review for Exam 3 6 2nd review for Exam 3 8 Midterm Exam 3 10 Veterans' Day 13 Carbohydrate metabolism I 16,17,19,20,21 15 Carbohydrate metabolism II 16,17,19,20,21 17 Carbohydrate metabolism III 16,17,19,20,21 20 Carbohydrate metabolism IV 16,17,19,20,21 22 Carbohydrate metabolism V 16,17,19,20,21 24 Non-instructional Day 27 Carbohydrate metabolism VI 16,17,19,20,21 29 Lipid metabolism I 22,26

December 1 Lipid metabolism II 22,26 4 Catch up, 1st review for final exam

5 Writing assignment due 6 2nd review for final exam. 13 Final Exam (8:30-9:30am)

COURSE DESCRIPTION: Biochemistry is fundamental to our understanding of living organisms, biological function and human health. This course will cover two parts: 1) Structure and functions of proteins (including enzymes), nucleic acids, carbohydrates and lipids. 2) Metabolic pathways and regulations of the above-mentioned biomolecules. LEARNING OBJECTIVES: Upon completion of this course students will be able to: • Achieve a thorough understanding of the structure and function of biomolecules • Describe key metabolic pathways, their interactions and regulation. • Understand recent advances in biochemical research and analytical techniques. • Appreciate applications of biochemistry in human health.

PREREQUISITES: BIOL 270 and CHEM 242. It is assumed that students enrolled in BIOL 410 had an understanding of basic cell function and organic chemistry. REQUIRED TEXTBOOK: Biochemistry 8th Edition, Berg et al., Macmillan Education, 2015. (Optional textbooks: Lehninger Principles of Biochemistry 7th Edition, Nelson et al. Macmillan Education, 2017). 44

CLASS ATTENDANCE: Student must attend and participate in lectures consistently throughout the course. There is a possibility of receiving a small amount of extra credit through good attendance, good participation and answering questions in class. EXAMS: There will be four closed-book exams (three mid-term and one final) and one take-home writing assignment. Each exam consists of 20 multiple-Choice Questions, 15 fill-in-the-blank questions, and 10 short-answer questions. The final exam is technically NOT accumulative, but information covered for the first three exams that is relevant to understanding material covered on the final exam is considered fair game for the final exam. For the writing assignment, the students select a topic from the lectures and write an 8 pages' review, including 1. background; 2. latest finding and 3.the student's OWN perspective. Your writting assignment should be submitted through Laulima. Late submissions of writing assignment will be penalized 10% for every additional day they are overdue.

GRADING: BIOL410 exams are NOT graded on a curve. The grading scale for BIOL410 is: A = 92-100, A- = 90-91 First mid-term 20% B+ = 88-89, B = 82-87, B- = 80-81 Second mid-term 20% C+ = 78-79, C = 72-77, C- = 70-71 Third mid-term 20% D = 60-69 Final exam 20% F = 59 and below. Witting assignment 20% MAKE-UP EXAM POLICY: If you miss an exam you are required to notify me by phone, email or by note in my mailbox in the Natural Science Division Office ON or prior the day of the exam. If I don’t receive notification BY THE DAY OF THE EXAM, no make-up will be given. You will be expected to provide documentation for reason for missing the exam ( e.g. doctor’s certificate). There are no make- up quizzes or homeworks. There are no other opportunities for extra credit.

ACCOMMODATIONS: Any student with a documented disability who would like to request accommodations for this class should contact Susan Shirachi in the University Disability Services Office in person at the Student Services Center, Room E-230 or by telephone at 932-7623 (V) or 932- 7002 (TTY) as early in the semester as possible. PLAGIARISM: "Plagiarism" is the use of someone's words or ideas without proper documentation. Even paraphrasing someone else's work without reporting the source constitutes plagiarism. Protect yourself from being suspected of plagiarism by documenting your sources. If your paper is found to be plagiarized, you will receive an automatic "0" (no points) for the assignment. KILOHANA ACADEMIC SUCCESS CENTER: The KASC provides academic support opportunities for all UH Hilo students that foster their development into independent, self-motivated learners. Students who visit Kilohana have access to subject-specific and academic skills tutoring from UHH students selected for their academic achievement and dedication to helping others succeed. Kilohana is located on the lower level of the Mookini Library and on the web at http://hilo.hawaii.edu/kilohana/. 45

ADVISING: Advising is a very important resource designed to help students complete the requirements of the University and their individual majors. Students should consult with their advisor at least once a semester to decide on courses, check progress toward graduation, and discuss career options and other educational opportunities provided by UH Hilo. Advising is a shared responsibility, but students have final responsibility for meeting degree requirements. Please feel free to contact the Advising Center at 808.932.7776. STUDENT CONDUCT: Students are expected to follow the University of Hawai’i at Hilo Student Code of Conduct available at the following URL: http://www.uhh.hawaii.edu/catalog/student-conduct-code.html

Cell Biology Biol 415 (Spring 2017) course syllabus Dr. Li Tao ([email protected])

Lectures: 9:00-9:50am MWF, Wentworth 9. Office: STB-111(932-7179). Office Hours: M/F: 10:00-11:00am or by appointment Date Topic Chapter Course description; Introduction to cell January 9 1 Biology; Microscopy Difference between prokaryotic and 11 eukaryotic cell; Model organisms and 1 genomics 13 DNA and chromosomes I 5 16 Martin Luther King Day 18 DNA and chromosomes II 20 Guest Speaker, Prof. Johansen, Iowa State 5 23 DNA Replication 6 25 DNA Repair and Recombination 6 27 Transcription and Translation I 7 30 Transcription and Translation II 7 February 1 Transcription and Translation III 7 3 Regulation of gene expression I 8 6 Regulation of gene expression II 8 8 Regulation of gene expression III 8 10 catch up, 1st review for Exam #1 13 2nd Review for Exam #1 15 EXAMINATION #1; (worth 26% of grade) 17 Membrane Structure I 11 20 President's day 22 Membrane Structure II 11 24 Membrane Tansport I 12 27 Membrane Tansport II 12 March 1 WRITING ASSIGNMENT I DUE (worth 10% of grade) 1 Intracellular Transport I 15 3 Intracellular Transport II 15 6 Intracellular Transport III 15 8 Cell Signaling I 16 47

10 Cell Signaling II 16 13 Cell Signaling III 16 15 catch up, 1st review for Exam #2 17 2nd Review for Exam #2

Date Topic Chapter March 20 EXAMINATION #2; (worth 27% of grade) 22 Cytoskeleton I 17 24 Cytoskeleton II 17 27-31 Spring Recess April 3 Cytoskeleton III 17 5 Molecular Motors I N/A

7 Molecular Motors II N/A 10 Cell Cycle I 18 12 Cell Cycle II 18 14 Good Friday 17 Cell Cycle III 18 19 Apoptosis 18 21 Stem Cells 20 24 Cancer 20 26 catch up, 1st review for Final Exam 28 2nd Review for Final Exam May 1 WRITING ASSIGNMENT II DUE (worth 10% of grade) 8 FINAL EXAMINATION (8:30-9:30am, worth 27% of grade)

COURSE DESCRIPTION: BIOL 415 covers the principles of structures, function and behavior of cells. Emphasis is on gene expression, cellular transport, cell signaling, cytoskeleton and cell cycle.

LEARNING OBJECTIVES: Upon completion of this course students should be able to: -acquire in depth understanding of the structure and function of cell and cellular organelles. -develelop insight into the flow of genetic information in the cell, and how the flow of genetic information is regulated. -acquire advanced knowledge in cell signaling pathways, cellular transport and cytoskeleton -gain an understanding of complex diseases such as cancer.

PREREQUISITES: BIOL 270 and BIOL 410. It is assumed that students enrolled in BIOL 415 have an understanding of basic cell structure and function, basic chemistry, and the knowledge of enzymes, nucleic acids,carbohydrates and lipids.

REQUIRED TEXTBOOK: Essential Cell Biology 4th Edition, Alberts et al., Garland Science, 2013. (Optional textbook: Molecular Biology of the Cell 6th Edition, Alberts et al. Garland Science, 2014). CLASS ATTENDANCE: Student must attend and participate in lectures consistently throughout the course. There is a possibility of receiving a small amount of extra credit through good attendance, good participation and answering questions correctly in class. ASSESSMENTS: There will be three closed-book exams (two mid-terms, one final) and two take-home writing assignments. Each exam consists of 20 multiple-Choice Questions, 15 fill-in- the-blank questions, and 10 short-answer questions. The final exam is technically NOT accumulative, but information covered for the first two exams that is relevant to understanding material covered on the final exam is considered fair game for the final exam. For each writing assignment, the students are reqirued to write an 8 pages' review on a specified topic. The topic for assignment I is "the effect of pesticide and/or other agricultural chemicals used in Hawaii on human health". The topic for assignment II is "the function of mitotic motors in cell cycle regulation". Each review should include, 1. background or introduction; 2. latest finding; and 3.the student's OWN perspective. Late submissions of writing assignment will be penalized 10% for every additional day they are overdue.

GRADING: BIOL415 exams are NOT graded on a curve. The grading scale for BIOL415 is: A = 92-100, A- = 90-91 2 writing 10% each assignments B+ = 88-89, B = 82-87, B- = 80-81 First mid-term 26% C+ = 78-79, C = 72-77, C- = 70-71 Second mid-term 27% D = 60-69 Final Exam 27% F = 59 and below. Participation +/- X %, or No change

MAKE-UP EXAM POLICY: If you miss an exam you are required to notify me by phone or email prior the exam. If I don’t receive notification by the day of the exam, no make-up will be given. You will be expected to provide documentation for reason for missing the exam ( e.g. doctor’s certificate). There are no additional make-up quizzes or homeworks execpt the ones listed in "assessments". There are no other opportunities for extra credit except the ones listed in "class attendance".

PLAGIARISM: "Plagiarism" is the use of someone's words or ideas without proper documentation. Even paraphrasing someone else's work without reporting the source constitutes plagiarism. Protect yourself from being suspected of plagiarism by documenting your sources. If your paper is found to be plagiarized, you will receive an automatic "0" (no points) for the assignment.

KILOHANA ACADEMIC SUCCESS CENTER: The KASC provides academic support opportunities for all UH Hilo students that foster their development into independent, self- motivated learners. Students who visit Kilohana have access to subject-specific and academic skills tutoring from UHH students selected for their academic achievement and dedication to helping others succeed. Kilohana is located on the lower level of the Mookini Library and on the web at http://hilo.hawaii.edu/kilohana/.

BIOL 461: Immunology Fall 2017

*TABLE OF CONTENTS Click on a link below to view that section of the syllabus.

Instructor Chat Student Conduct

Course Description Availability Room

Campus Student Expectations Course Format Tests Support Services

Grading Disabilites

Required Textbook Policy Statement

Learning Makeup Attendance Privacy StatementHelp Objectives Quizzes

Course Description

The innate and adaptive immunity, structure and function of antibodies and antigens, synthesis of B and T lymphocy and the role immunology plays in the biological and medical sciences. Pre: BIOL 375 or BIOL 176 or instructor's co Recommended: BIOL 270

Course Format

This course will cover various topics of immunology. You should expect to dedicate about 10-12 hours a week for preparation on the course materials and assessments. You will be required to read the chapters, preferably before complete any course assignments, and take the tests.

Required Textbook and Other Materials Needed:

· Immune System 4th edition, by Peter Parham, ISBN 9780825345268

PRICE:

UH Bookstore

55 website http://www.bookstore.hawaii.edu/hilo/home.aspx (http://www.bookstore.hawaii.edu/hilo/home.aspx) · $63.75 Used Textbook · $75.00 New Textbook

Rental: · $60.75 Used

· $72 New

eText (http://www.textbooks.com/ (http://www.textbooks.com/)) ISBN13: 9780815344667 · $60.00 eText · No shipping, instant access

Ebay, amazon, other websites · $60-$124 for used textbook, shipping varies

Learning Objectives

Tests and Assignments

Tests will be taken periodically over a few chapters of material. They will not be comprehensive and there will be no comprehensive final exam.

In order to receive credit for in-class assignments, you must be present in class and actively participating in our acti you are ill, please submit a doctor or nurse's note to be excused from in-class activities.

Each week, we will have journal club to break up the monotony of lecture. Each student will choose a paper related immunology from a peer-reviewed, scientific journal and share it with the class in a casual setting. No formal presen will be necessary, only a brief discussion of the paper and addressing questions if clarification or understanding of t study is needed. Copies of the paper should be made by the presenter for students in the class and uploaded to La at least two days in advance for students to read it beforehand.

Attendance

Attendance will be taken every class. Each class will be worth 3 points, for a total of 90 points. Two classes will not counted towards your total or if you have perfect attendance will be counted as extra credit.

Informal Chat Room

The chat room tab in Laulima is for students to use for informal discussion, quick questions posed to the whole clas specific student, and for general communication.

Grading Policy Grading

Scale:

Tests: 100 points each A = 90 – 100%

Final Exam: 120 points B = 80 – 89%

Attendance: 3 points per day C = 70 – 79%

Journal Club Presentation: 40 points D = 60 – 69%

F = lower than 60%

Makeup Tests

Tests may be made up if you have a medical emergency. In all cases written verification will be required. STUDENT ultimately responsible for scheduling make-up Tests with the instructor. There are no make-up exams for the Final.

Student Conduct

Every student is expected to be familiar with and abide by the University of Hawaii Student Conduct Code. The Stu Conduct Code states:

"Engaging in, or attempting to engage in, any of these behaviors subjects a student to the disciplinary process and sanctions of each campus.

Acts of dishonesty, including but not limited to the following:

Disruption or obstruction of teaching, research, administration, disciplinary proceedings, other UH activitie including its public service functions on or off campus, or of other authorized non-UH activities when the conduct oc UH premises. This includes creating noise or other disturbances on campus or in student life areas sufficient to disr normal functioning of campus activities including classroom instruction ."

Examples of disruptive behavior in class includes: having earphones on during class, talking on the phone, texting o cell phones during class, talking aloud to others during class, or any behavior that inhibits learning.

You are responsible for doing your own work and working independently when not participating in group projects. A of plagiarism or copying of other students’ work will be given a zero for the first incidence. A zero will be given to bo student who was copying and the student whose work was copied, as I cannot determine who copied from whom. second incidence of plagiarism or copying will result in an F for the course. See student conduct code on what defin plagiarism.

During exams, you are responsible for putting all notes, materials, technological devices, such as cell phones, out o pockets or self and into your bag and placing your bag at the front of the class before the test begins. If you are fou notes or technological devices, you may not receive credit for the test or for the course. There is no talking or mout words permissible during the test, and you should try to keep your eyes on your own paper. If you are found sharin answers with others in class or with electronic devices, you may not receive credit for the test or for the course.

Student Expectations

In order to succeed in this course, you should be able to read and write the English language at the and participate laboratory actively.

*Advising is a very important resource designed to help students complete the requirements of the University and their individual majors. Studen consult with their advisor at least once a semester to decide on courses, check progress towards graduation, and discuss career options and oth educational opportunities provided by UH Hilo. Advising is a shared responsibility, but students have final responsibility for meeting degree requi By the 4th week of instruction students can look at their STAR to look up who their assigned advisor(s) are.

LECTURE SCHEDULE BIOLOGY 461 FALL 2017

Date Topic/Chapter

Aug 22 Introduction

Aug 24 Chapter 1: Elements of the Immune System and Their Roles in Defense

Aug 29 Chapter 1: Elements of the Immune System and Their Roles in Defense

Aug 31 Chapter 1: Elements of the Immune System and Their Roles in Defense

Sept 5 Chapter 2: Innate Immunity: The Immediate Response to Infection

Sept 7 Chapter 2: Innate Immunity: The Immediate Response to Infection

Sept 12 Chapter 2: Innate Immunity: The Immediate Response to Infection

Sept 14 Chapter 3: Innate Immunity: The Induced Response to Infection

Sept 19 Chapter 3: Innate Immunity: The Induced Response to Infection

Sept 21 Chapter 4: Antibody Structure and the Generation of B-Cell Diversity

Sept 26 Chapter 4: Antibody Structure and the Generation of B-Cell Diversity

Sept 28 Test 1, Chapters 1-3

Oct 3 Chapter 4: Antibody Structure and the Generation of B-Cell Diversity

Oct 5 Chapter 5: Antigen Recognition by T Lymphocytes

Oct 10 Chapter 5: Antigen Recognition by T Lymphocytes

Oct 12 Chapter 6: The Development of B Lymphocytes

Oct 17 Chapter 6: The Development of B Lymphocytes

Oct 19 Chapter 7: The Development of T Lymphocytes

Oct 24 Chapter 7: The Development of T Lymphocytes

Oct 26 Chapter 8: T Cell Immunity

Oct 31 Chapter 8: T Cell Immunity

Nov 2 Test 2, Chapters 4-8

Nov 7 Chapter 9: Immunity Mediated by B Cells and Antibodies

Nov 9 Chapter 9: Immunity Mediated by B Cells and Antibodies

Nov 14 Chapter 10: Preventing Infection at Mucosal Surfaces

Nov 16 Chapter 10: Preventing Infection at Mucosal Surfaces

Nov 21 Chapter 11: immunological Memory and Vaccination and Chapter 12: Coevolution of Innate and Adaptive Immun

Nov 23 Holiday: Thanksgiving Weekend – NO CLASS

Nov 28 Chapter 13: Failures of the Body's Defenses and Chapter 14: IgE-Mediated Immunity and Allergy

Nov 30 Chapter 15: Transplantation of Tissues and Organs

Dec 5 Chapter 16: Disruption of Healthy Tissue by the Adaptive Immune Response and Chapter 17: Cancer and Its Inte with the Immune System

Dec 7 Review for Final Exam

Final Examination Tuesday Dec. 12, 2016 9:40-11:40 am Chapters 9-17

*Note: This syllabus is tentative and is subject to change throughout the semester.

Event Date 63

Event Date

Last Day to Withdraw From Classes Without Owing Tuition & Aug (Su) Fees 20 Last Day to Register without $30 Late Fee Aug (Su) 20 First Day of Instruction Aug (M) 21 Last Day to Register or Add Classes Aug (F) 25 Late Add with Permission Only Aug (Sa- 26 - Sep 1 F) Last Day to Withdraw From Classes Without Owing Sep (F) Tuition. Student fees are still owed. (If you register and decide to not 1 attend, you must officially withdraw by this date. Failure to withdraw will result in a financial obligation to the UH System and may result in an “F” for the class(es) not attended.) Note: Student activity fees are not refunded unless the student is completely withdrawn from all campuses of the University of Hawaiʻi system on or before the last day of late registration (add period) as established at each institution.

Holiday: Labor Day Sep (M) 4

Final Deadline to Apply for Fall 2017 Graduation Sep (F) 8

Last Day to Exercise Credit/No Credit Sep (F) 8 Last Day to Submit Auditors Form Sep (F) 8

Last Day to Drop A Class Online without “W” (To drop all your UH Hilo classes, visit the Complete Withdrawal Sep (M) instructions 11 (https://hilo.hawaii.edu/registrar/makechanges.php) page.)

Last Day to Receive 50% Refund of Tuition for Complete Withdrawals

(If you have not yet paid for your tuition, your account will be Sep (M) charged for 50% of the tuition and all fees.) 11 No refunds will be issued after this date. Sep (M) 11 64

Event Date

Priority Deadline to Apply for Spring 2018 Graduation Oct (M) 2 Graduate Thesis/Dissertation to Committee Deadline Oct (M) 16

Last Day to Drop A Class Online with “W”

(To drop all your UH Hilo classes, visit the Complete Withdrawal Oct (F) instructions 27 (https://hilo.hawaii.edu/registrar/makechanges.php) page.)

“I” Removal Deadline (for grades received in Spring or Summer Nov (W) 2017): Student to Instructor 1

Last Day to Apply for Credit-by-Exam for Fall Nov (W) 1 Holiday: Veterans' Day Nov (F) 10

“I” Removal and Change of Grade Deadline (for grades received Nov (W) in Spring or Summer 2017): Instructor to the Office of the Registrar 15

Graduate Thesis/Dissertation Defense Deadline Nov (W) 15

Last Day to Submit Credit-by-Exam Results to Office of Nov (W) the Registrar 15 (https://hilo.hawaii.edu/directory/affiliation/REGISTR)

Holiday: Thanksgiving Day Nov 23

Non-Instructional Day Nov 24

Last Day of Instruction Dec 7

Last Day to Completely Withdraw (from all classes) with a “W” Dec 7

Final Examinations Dec 11 - 15 F)

Fall Semester Ends Dec

BIOL 495 A/B: Biology Seminar

Course descriptions: The overall goal of this course is to provide an opportunity for biology students to expand and develop their presentation skills. The value of this course is based on the idea that the ability to share information with an audience is a valuable communication asset in biology and across a range of other forums.

495 A: Students registered in the ‘A’ part of our course should attend lectures presented by visiting speakers, faculty, and other students during the regularly scheduled course meetings. One aspect of engaging in the presentation feedback process will be to provide written comments and suggestions to each of the speakers using forms that will be provided in class.

495 B: Students registered in the ‘B’ part of our course should attend lectures presented by visiting speakers, faculty, and other students during the regularly scheduled course meetings. One aspect of engaging in the presentation feedback process will be to provide written comments and suggestions to each of the speakers using forms that will be provided in class. In addition, students will present a prepared talk during the semester (unless alternative arrangements have already been approved).

*Everyone is encouraged to use videos, mini group projects, games, or other component to their presentation. However, please make sure that these components are only supplementary to the primary presentation.

Course meetings: Thursdays from 12:30-1:45pm January 8 to May 2, 2018 Location: Wentworth 9 (W9)

Course director: Stan T. Nakanishi, PhD Office: STB 113 [email protected] u (808) 932- 7193

Office hours: 2:00-4:30 Mondays and Wednesdays, and by appointment, and anytime my office door is open. Also, please feel free to contact me by email at any time.

A few important dates (for a full list, consult the UHH Fall 2017 Academic Calendar): January 2 First day of instruction January 15 Martin Luther King Holiday (no class) February 19 President’s Day Holiday (no class) March 26-30 Spring Break (no class) May 2 Last day of instruction May 7-11 Final examinations

Attendance: It will be expected that everyone in the course will attend all the regularly scheduled course meetings. However, everyone is allowed to miss one (and only one) class without penalty.

Alternative seminars and assignments: To make up for missing regular course meetings, there will be a (limited) number of alternative seminar and assignments; details will be provided in the near future.

Planned course timeline (subject to change):

Month Date Weekday Topic

January 11 Thursday Course discussion and goals January 18 Thursday Presentation skills 101 January 25 Thursday Guest speaker: Dr. Matthew Knope

February 1 Thursday Student presentations 1 February 8 Thursday Student presentations 2 February 15 Thursday Student presentations 3 February 22 Thursday Student presentations 4

March 1 Thursday Student presentations 5 March 8 Thursday Student presentations 6 March 15 Thursday Student presentations 7 March 22 Thursday Student presentations 8 March 29 Thursday Spring Break (no class)

April 5 Thursday TCBES symposium (attend seminars) April 12 Thursday Student presentations 9 April 19 Thursday Student presentations 10; Course evaluations April 26 Thursday (No class)

A few suggested presentation topics:

In cell and molecular biology, Protocells and synthetic DNA New Alzheimer’s drug regenerates teeth

In health and disease Toxoplasmosis and effects on behavior Clinical use of psychedelic drugs for PTSD and depression

In conservation biology Attempt to reintroduce the Hawaiian crow (‘Alala) on the Big Island Changes in the migratory patterns of humpback whales, breeding success, and climate change

In ecology Insect-parasite interactions Resilience vs. sustainability (agriculture, invasive species, interacting populations)

*If you would like to chat about presentation topics, come visit me during office hours. I am confident we can figure out something interesting! 69

Further support and Supplementary information:

Kilohana (Academic Success Center): The Academic Success Center provides academic support opportunities for all UH Hilo students that foster their development into independent, self-motivated learners. Students who visit Kilohana have access to subject- specific and academic skills tutoring from UH Hilo students selected for their academic achievement and dedication to helping other succeed. Kilohana for the sciences is located in STB 117. The main office is located on the lower level of the Mo’okini Library and online at http://hilo.hawaii.edu/kilohana

Appendix 2- Additional information on student assessments

Assessment 1- Quantitative Reasoning -Student Learning Outcome #4 (Analysis)

• Example of the Quantitative Reasoning Core Competency Rubric and Assessment questions that were given to Biology Juniors and Seniors in 2015

Please indicate your class standing by placing a check in the appropriate box. ☐ Freshman ☐ Sophomore ☐ Junior ☐ Senior

On the accompanying page are two graphs that depict respectively the historic price of silver per ounce and the historic price of gold per gram from the year 2000 to 2014. The tick marks and labels at the bottom of each graph depict the first day of each year.

Circle each statement below that is a reasonable conclusion that can be made based on these two graphs. You can either clearly circle the appropriate statement numbers, or the entire statement.

1. The amount of gold that could be purchased with $1000 at the beginning of 2008 is approximately the same as the amount of gold that could be purchased with $1000 at the beginning of 2009.

2. Gary bought $1000 in gold at the beginning of year 2002 and Sylvia bought $1000 in silver at the same time. They both sold their investments at the beginning of year 2007. Sylvia received more money than Gary at the time of the sale.

3. Thomas bought $1000 worth of gold at the beginning of 2002 and sold it at the beginning of 2008. Patricia bought $1000 worth of gold at the beginning of 2010 and sold it at the beginning of 2012. Patricia received more money at the time of her sale than Thomas received at the time of his sale.

Historic price of Silver per ounce in the US

Historic price of Gold per gram in the US

Assessment Mechanism

The QR Assessment included two graphs, representing the cost of gold and silver, respectively, and three related statements. Students were asked to choose which of the statements could be reasonably concluded from the graphs; as such this was essentially a three-problem true/false assessment. The assessment mechanism is attached to this report, as well as the QR Rubric. Two of the questions only required the use of one graph, while one question required a comparison between results from both graphs.

Statement 1 simply required students to interpret the meaning of points on a single graph. It required students to identify from the gold-graph that the price of gold at the beginning of 2008 was approximately

1 the same as at the beginning of 2009. This skill is repeatedly covered in Common Core 9th grade Algebra I, and then again throughout 11th grade Algebra II.

Students who missed Statement 1 demonstrate a deficiency in interpreting simple graphs, something commonly used in everyday life. It could also point to a reading deficiency.

Statement 2 was intended as the most difficult problem. This problem requires students to compare values across two different graphs, and to use analysis and critical thinking to determine how profit is made when you buy and sell items. The statement describes two individuals purchasing the same monetary value of both gold and silver, at the same instant, and selling their purchase years later, again at the same instant. They both purchase $1000 worth of metal at the beginning of 2002 and sell it at the beginning of 2007. The statement then claims that the one who purchased silver would receive more money at the time of the sale. The unit for gold is grams, while the unit for silver is ounces. Further, the prices listed for silver are less (per oz.) than for gold (even though gold sells by the gram.) These facts are inconsequential, but unwary students with limited critical thinking skills may have missed this interpretation. Determining who receives the most at the time of the sale simply requires determining which price, gold or silver, increased by the largest percentage. According to the graphs, the gold was purchased at approximately $9 – 10/gram, and then sold at $20/gram. Thus, the $1000 turned into $2000 (if we assume $10 purchase price) or as much as $2222.22 (if we assume $9 purchase price, which yields a percentage increase of 20/9 = 2.22). The silver was purchased at a cost of $5/ounce, and sold at an amount at least equal to $12.50, an increase of at least 2.5 times. Thus, this is a true statement; the silver will increase from $1000 to $2,500, which is more than that for gold.

Students missing Statement 2 demonstrate a deficiency in analysis and critical thinking skills. Assuming students have the basic skills associated with Statement 1 (i.e. that they can read information off the graphs) this statement requires students to interpret the visual results in the context of re-selling their purchase at a later date. If the price doubles, the amount you receive at the sale will also double. Similarly, the most profit is earned when the purchase price increases by the highest percentage.

Statement 3: This statement is similar to statement 2, but instead of reading information off of two separate graphs, the student is asked to gauge the gain across two different parts of the gold graph. Gold from 2002 to 2008 increased by over 2.5 times its initial value, rising from less than $10 to more than $25. Thus, the purchase price of $1000 yield over $2500 at the time of the sale. Gold purchased in 2010 and sold in 2012 only rose from approximately $35/gram to $55/gram, less than double. Thus, it is not true that the latter yields more than the former.

Students missing this statement undoubtedly mistakenly equated a higher selling price with higher profit. Profit is determined by percentage increase, not the units or the selling price. Without the skills assessed herein, students are at a definite disadvantage when dealing with quantitative information represented graphically.

Assessment 2- Written Communication Core Competency Assessment

• Example of the Written Communication Core Competency Assessment Rubric for Biology Juniors and Seniors in 2016

Assessment 3- Oral Communication Core Competency Assessment: • Example of the Oral Communication Core Competency Assessment Rubric for Biology Juniors and Seniors in 2017

APPENDIX 3 UH Hilo Department of Biology faculty CVs

JONATHAN D. AWAYA - curriculum vita

Education University of Hawaii at Manoa B.S. Biology, 2001 University of Hawaii at Manoa Ph.D. Molecular Biosciences and Bioengineering, 2005 University of Notre Dame, Postdoctoral Research Training, Chemistry and Biochemistry, 2006-2008

Positions and Employment Experience

Fall 2017-present Supervisor, Genomics Core Facility, University of Hawaii at Hilo Fall 2014 Visiting Associate Professor, University of Notre Dame, Department of Biology, Sabbatical from UH Hilo. 2013-present Associate Professor, University of Hawaii at Hilo, Department of Biology 2008-2013 Assistant Professor, University of Hawaii at Hilo, Department of Biology 2008-present Graduate Faculty, University of Hawaii at Hilo, Tropical Conservation Biology and Environmental Sciences 2008-present Cooperating Graduate Faculty, University of Hawaii at Manoa Department of Molecular Biosciences and Bioengineering 2006-2008 Postdoctoral Fellow, University of Notre Dame, Department of Chemistry and Biochemistry 2001-2005 Research Assistant, University of Hawaii at Manoa, Department of Molecular Biosciences & Bioengineering 1998-2001 Laboratory Assistant, University of Hawaii at Manoa, Department of Environmental Biochemistry

Publications Peer-Reviewed Journals and Presentations (in reverse chronological order, since promotion to Associate Professor in Fall 2013).

PUBLICATIONS

1. Sakai-Kawada, F., C. Ip, K. Hagiwara, A. Wright, J. Awaya. 2017. Biosynthesis and bioactivity in marine bacteria, Pseudoaltermonas species. Review. In preparation.

- My graduate student, Francis, is currently ready to submit a review article to Fems Microbiology Letters as soon as hear back from our co-author Dr. Hagiwara about any changes that need to be done to the manuscript. This is a large review of bioactive compounds produced by unique marine bacteria, Pseudoaltermonas.

- Fems Microbiology Letters Impact Factor = 1.765 5

2. Wang, J., J. Awaya, P. Motooka, Q.X. Li. 2017. Efficacy and Non-selective Effects of Hexazinone and Tebuthiuron for Control of Alien Plants in Hawaii. Invasive Plant Science and Management. Submitted and currently In Review.

- I conducted the majority of soil sample processing for GC-MS and superfluid extraction at the instrumentation lab at UH Manoa, Molecular Biosciences and Biosciences. Dr. Wang and I collected and analyzed the data together, but because he continued the research in Dr. Li’s lab. He is the 1st author on the paper.

- Impact factor of Invasive Plant Science and Management= 1.21

3. Sakai-Kawada FE, C. Ip, J. Awaya. 2017. Secondary Metabolite Gene Clusters in Marine Sponge- Associated Bacteria on Hawai`i Island. Proceedings of the Pacific Division of the American Association for the Advancement of Science. 36(1):89

4. Sakai-Kawada FE, C. Yakym, M. Helmkampf, K. Hagiwara, C. Ip, B. Antonio, E. Armstrong, W. Ulloa, J. Awaya. (2016). Draft genome sequence of marine symbiont Pseudoalteromonas luteoviolacea IPB1, isolated from Hilo, HI. Genome Announc. Sept-Oct 4(5).

- The first full bacterial genome sequenced at UH Hilo. Francis is a graduate student in my lab who took a lead to genomic sequence a novel marine sponge microbial symbiont. All authors on this paper conducted the research in my lab and in the Genomics Core Facility, UH Hilo. The contributing authors are UH Hilo TCBES graduate students, Biology undergraduates, and a postdoctoral researcher. - - American Society for Microbiology Genome Announcement Impact Factor=1.4.

5. Hagiwara K, Garcia Hernandez JE, Harper MK, Carroll A, Motti CA, Awaya J, Nguyen HY, Wright AD. (2015). Puupehenol, a potent antioxidant antimicrobial meroterpenoid from a Hawaiian deep-water Dactylospongia sp. sponge.J Nat Prod. Feb 27;78(2).

- Research was conducted in collaboration with Dr. Wright (DKICP) lab. 50% of the research which was analytical chemistry was completed in CoP. 50% of the antimicrobial microbiology research was conducted in my research lab in Biology. - - American Society for Chemistry Journal of Natural Products Impact Factor= 3.28.

PRESENTATIONS

6. Sakai-Kawada FE, C. Ip, J. Cueva, J. Sutton, J. Awaya. 2017 Characterization of secondary metabolite gene clusters in marine sponge-associated Pseudoalteromonas on Hawaii Island. Hawaii Branch of the American Society for Microbiology Spring Meeting, Honolulu, HI. Oral Presentation

- Francis is a graduate student, in my lab who has been invited to give several oral presentations at student meetings on Oahu (UH Manoa) every year during spring semester.

7. Sakai-Kawada FE, C. Ip, J. Cueva, J. Sutton, J. Awaya. 2017. Characterization of secondary metabolite gene clusters in marine sponge-associated Pseudoalteromonas on Hawaii Island. 29th Annual CTAHR and COE Student Research Symposium, Honolulu, HI. Oral Presentation

8. Sakai-Kawada FE, Ip C, Cueva J, Sutton J, Awaya. April 2017. Characterization of secondary metabolite gene clusters in marine sponge-associated Pseudoalteromonas on Hawaii Island. 9th Annual TCBES Symposium, Hilo, HI. Oral Presentation

9. Hagiwara, K. A.; Garcia Hernandez J. E.; Harper Ireland, M. K.; Carroll, A.; Motti, C. A.; Anklin, C.; Elyashberg, M.; Clark, B.; Awaya, J.; Nguyen, H.-Y.; Wright, A. D. Puupehenol and related compounds isolated from Hawaiian deep-water sponges. Poster, International Marine Biotechnology Conference, Baltimore, Maryland, 29 Aug-02 Sept 2016.

- Kehau, Ph.D. graduate student at DKICP, presented the article (mentioned above, #5) at conference.

10. Sakai-Kawada FE, Ip C, J. Awaya. April 2016 Characterization of secondary metabolite gene clusters in marine sponge-associated bacteria on Hawaii Island. Hawaii Branch of the American Society for Microbiology Spring Meeting, Honolulu, HI. Oral Presentation

11. Sakai-Kawada FE and J. Awaya. April 2016 Characterization of secondary metabolites from in marine sponge-associated bacteria on Hawaii Island. Presented at 28th Annual CTAHR and COE Student Research Symposium, Honolulu, HI. Oral Presentation

12. Antonio, B., FE Sakai-Kawada, J. Awaya. April 2015. Characterization of novel microbe in Iochota protea via secondary metabolite production and antimicrobial activity. Biomedical Sciences and Health Disparities Symposium. Poster Presentation.

- Brandi Antonio received 1st prize in the Undergraduate Student Division at UH Manoa for her work in my lab as an undergraduate researcher.

13. J. Awaya. May 2014. The fight for iron between environmental microbes and their host. Plenary Speaker American Society for Microbiology- Hawaii Chapter. Cancer Research Center, John A. Burns Medical School, UH Manoa.

- I was invited to be the plenary speaker for the annual American Society for Microbiology Hawaii Chapter Meeting in 2014. As a result of this invitation I continually take graduate students and undergraduates in my research lab to present their research to other microbiologist in the state of Hawaii.

13. C. Yakym, J. Awaya, D. Price. May 2014. Microbial Diversity Associated with Two Hawaiian Drosophila, D. sproati and D. ochracea, and their Host Plants, Cheirodendron trigynum and Freycinetia arborea. American Society for Microbiology General Meeting, Boston, MA. Poster Presentation.

- I presented C. Yakym’s TCBES master’s thesis at the 2014 ASM General Meeting.

Publications Peer-Reviewed Journals and Presentations (in reverse chronological order, prior to promotion to Associate Professor

14. Hokama, A. & J. Awaya. August 8-12, 2012. Isolation and characterization of endophytic bacteria from Artocarpus altilus. NIDDK-STEPUP NIH Summer Undergraduate Symposium. Poster and Oral presentation.

- Acasia Hokama, UH Manoa Microbiology Sophomore, presented her findings at NIH in August 8-12, 2012 at the Minority and Underrepresented Student Biomedical Research Symposium, Bethesda, MD.

15. Vicente, D. & J. Awaya. June 16-19, 2012. Elucidating unique iron uptake pathways by an environmental bacterium, Rhizobium sp. Strain TAL1145. American Society of Microbiology General Meeting, San Francisco, CA. Poster Presentation.

- I presented D. Vicente’s TCBES master’s thesis at the 2012 ASM General Meeting. Currently finishing up experiments to submit manuscript to ASM’s Journal or Bacteriology.

16. C. Dehner, J. Awaya, P. Maurice, J. DuBois. 2010. Iron mobilization from hematite by aerobic Pseudomonas mendocina: Siderophores, oxalate, and reductant. Applied Environmental Microbiology: vol:76, no.7, 2041-2048.

- Both C. Dehner and I had EQUAL effort in this collaboration. She continued my research once I left the University of Notre Dame. Drs. Maurice and DuBois both are collaborators in the project. - Applied Environmental Microbiology Impact Factor=3.778. #1 cited journal in Microbiology. American Society of Microbiology Press 17. Invited Journal Submission, June 2009 (not submitted yet, currently paper is in draft form) - Journal of Biomedical Science and Engineering (ISSN Print: 1937-6871), research and review articles in all-important aspects of biology: medicine, engineering, and their intersection. 18. Jube S, J. Awaya, D. Borthakur. 2009. Expression of Rhizobium pydA-pydB fusion gene in Nicotiana tabacum confers resistance to the toxic aromatic compound 3-hydroxy-4-pyridone. Biologia Plantarum: vol:53, no.2, pp.355-359.

- Both Dr. Jube and I had EQUAL effort in this collaboration. All the microbial biochemistry and molecular constructs that were provided were created by me. Dr. Jube analyzed them in the plant model.

- Biologia Plantarum Impact Factor=1.582, Springer

19. J. Awaya & J. DuBois. 2008. Identification and isolation of gene clusters involved in iron acquisition by Pseudomonas mendocina ymp. Biometals: 21, 353-66.

- This work is my research project, and Dr. DuBois is my collaborator at the University of Notre Dame.

- Biometals Impact Factor: 2.32, Springer. BioMetals is the only established journal to feature the important role of metal ions in chemistry, biology, biochemistry, environmental science, and medicine.

20. J. Awaya, P. Tittabutr, Q. Li, & D. Borthakur. 2008. Pyruvate carboxylase is involved in metabolism of mimosine to 3-hydroxy-4-pyridone by Rhizobium sp. strain TAL1145. Archives of Microbiology: 190, 409-15.

- EQUAL contribution between Dr. Tittabutr and myself.

- Archives of Microbiology Impact Factor: 2.125, Springer.

21. P. Tittabutr, J. Awaya, Q. Li, & D. Borthakur. 2008. The cloned 1-aminocyclopropane-1-carboxylate (ACC) deaminase gene from Sinorhizobium sp. strain BL3 in Rhizobium sp. strain TAL1145 promotes nodulation and growth of Leucaena leucocephala. Systemic and Applied Microbiology: 31, 141-50.

- EQUAL contribution between Dr. Tittabutr and myself.

- Systemic and Applied Microbiology Impact Factor=3.075, ElsevierPublications in Peer- Reviewed Journals (in reverse chronological order, prior to Fall 2008).

22. J. Awaya, C. Walton, D. Borthakur. (2007) The pydA–pydB fusion gene produces an active dioxygenase–hydrolase that degrades 3-hydroxy-4-pyridone, an intermediate of mimosine metabolism. Applied Microbiology and Biotechnology: vol. 75, pp.583–588.

- I contributed ~95% to this research collaboration between Dr. Walton and myself.

- Applied Microbiology and Biotechnology Impact Factor: 3.582, Springer

23. J. Awaya, P. Fox, D. Borthakur. (2005) pyd genes of Rhizobium sp. Strain TAL1145 are required for degradation of 3-hydroxy-4-pyridone, an aromatic intermediate in mimosine metabolism. J. Bacteriology: vol.187, no. 13, pp. 4480-4487. - I contributed over 95% to this research collaboration between Dr. Fox and myself - Journal of Bacteriology Impact Factor: 3.726, #2 cited journal in Microbiology. American Society of Microbiology Press

24. J. Awaya, P. Fox, D. Borthakur. (2003) Genes encoding a fructose-1,6-bisphosphate aldolase and a fructose-1,6- bisphosphatase are present within the gene cluster for mimosine degradation in Rhizobium sp. Strain TAL1145. Plant and Soil: vol.257, no.1, pp.11-18. - I contributed over 95% to this research collaboration between Dr. Fox and myself - Plant and Soil Impact Factor: 2.773, Springer

25. S. Campbell, D. Paquin, J. Awaya, Q. Li. (2002) Remediation of benzo[a]pyrene and chrysene contaminated soil with industrial hemp(Cannabis sativa). International Journal of Phytoremediation: vol.4, no.2, pp. 157-168.

- I contributed ~25% to this research collaboration. - International Journal of Phytoremediation Impact Factor: 2.106, Taylor & Francis

Grants: Current, Pending, Completed, Unsuccessful (in reverse chronological order)

Current Research Support

1. May 2017- December 2017. INBRE III Student Research support (SRE), undergraduate student Caedan Cambra. Utilizing flow cytometry to conduct antimicrobial assays on Staphylococcus aureus. $2000.

2. 2014- Present. NSF CREST II (Centers for Research Excellence in Science and Technology) Program. HRD-0833211. I am one of the researchers along with Dr. Shintaku with PI- Dr. Takabayashi in the Dynamic Interactions between Symbioses and the Environment (DISE). $5,000, 000.

Completed Research Support

3. January 2015- August 2015. INBRE III Student Research support (SRE), undergraduate student Brandi Antonio. Characterization of novel microbe in Iochota protea via secondary metabolite production and antimicrobial activity. $2,000.

4. March 2014 – UH Hilo Travel Grant. Present a poster presentation at the 114th General Meeting American Society for Microbiology (ASM), Boston, MA. $2,200.

(prior to Associate Professor) 1. June 2012-Oct 2012 NIDDK/NIH STEP-UP program. Isolation and characterization of endophytic bacteria from Artocarpus altilis, $550.

2. Aug 2011-December 2012 Seed Grant Renewal, UHH. Characterization of a Hawaiian bacterial library: Identification and screening of unique actinomycetes and myxobacteria from Hawaii’s terrestrial environment. $5,210.

3. Oct 5, 2012. University of Hawaii SEED-Diversity and Equity Initiative Grant $1,700. Pathway to Medicine: Training Workshop for minority students at UH Hilo and the Big Island community to receive hands-on learning experience from John A. Burns School of Medicine Faculty and Medical Students. Biology-Major Marc Kong and I developed the proposal equally.

4. Aug 2010-December 2011 Seed Grant, UHH. Characterization of a Hawaiian bacterial library: Identification and screening of unique actinomycetes from Hawaii’s terrestrial environment. $9,109.

5. Sept 2010-May 2011. INBRE (Idea Networks of Biomedical Research, National Institutes of Health) collaboration with College of Pharmacy, UHH. Development of anti-infective agents ― Isolation and screening of microbial libraries, $170,000. I am the Project Investigator with collaborators: Drs. Anthony Wright and Ghee Tan of the College of Pharmacy, UHH

6. Sept.2009-Aug.2010, MCB-0933350, $50,000 National Science Foundation Research Start-up Grant, University of Hawaii at Hilo

7. June 2006- Sept. 2008, DBI-0610251, $130,500 National Science Foundation Postdoctoral Research Fellowship

Unsuccessful Research Support

1. Submitted Jan 2017. NSF IOS Preliminary proposal: Who is in charge? Interplay between symbiont diversity and host phenotype in coral symbioses. PI- Dr. Takabayashi (UH Hilo), Co-PI with Dr. Gates (UH Manoa) and Awaya.

2. Submitted Jan 2013. NIH (R01)-RFA-GM-14-001 Full proposal. Dynamics of Host-Associated Microbial Communities. PI- Dr. Awaya, Co-PIs Dr. Cuttriss (UH Hilo), Dr. Wight(UH Hilo, DKICP), and Dr. Borthakur (UH Manoa, MBBE). $1.23 million.

(prior to Associate Professor)

1. Submitted September 28, 2012. NCI Exploratory/Developmental Research Grant Program (NIH)- INHIBITION OF DYNAMIN: A DRUG TARGET FOR THE TREATMENT OF GLIOBLASTOMA, $150,000. I am one of the collaborators with Drs. Anthony Wright (UHH, CoP) and Brain Perry (UHH, Biology).

2. Submitted August 2011. NIH-R21. New Antimalarial Lead Compounds from Pacific-Hawaiian Fungi and Actinomycetes. $250,000. I am one of the three PIs with Drs. Anthony Wright (College of Pharmacy, UHH) and Brian Perry (Biology Dept., UHH).

3. USDA-OREI (Organic Agriculture Research and Extension Initiative) 2009, 2010, 2011, 2012, 2013. Effects of vermicomposts, composts and their aqueous extracts (teas) on selected economically important crops. $1,138,000. I was a Co-PI with Drs. Norman Arancon, Michael Shintaku, and Bruce Mathews of College of Agriculture, Forestry and Natural Resources Management, UHH

4. NIH-Challenge Area Translational Science, and specific Challenge Topic, 15-AI-103: Develop drugs for neglected tropical diseases, with a special emphasis on Malaria, $950,000. I am one of the three PIs with Drs. Anthony Wright and Ghee Tan of the College of Pharmacy, UHH. (Submitted late Spring 2009)

Developmental Activities

Development support Spring 2009-present date: PRE-MEDICAL ADVISING/ Aspiring Doctors of Hilo Club I am continuing to be the pre-medical advisor to undergraduate students at UH Hilo and helped established the pre-med club (Aspiring Doctors of Hilo) in 2009. Over the past 8 years the club has grown tremendously from six students to over 50 active members in the club. The club and myself help undergraduates understand the medical school admissions as well as provides support and resources for MCAT preparation, volunteering opportunities, and community service. One of my primary goals is to continue collaboration and communication with the John A Burns School of Medicine (JABSOM) admissions at UH Manoa. Much of

JABSOM’s help (in the past) and resources only go toward the UHM campus and have not reached UH Hilo students. I have continually met with the JABSOM Director of Admissions, the Imi Ho’ola Post-Baccalaureate Program, and Native Hawaiian Center of Excellence (NHCOE) about the applications of undergraduates from UH Hilo applying to medical school. One of the primary goals and mission statement of UH Manoa’s medical school is to advocate for primary care physicians in rural communities (i.e. Hilo). In past, I have helped recruit and support a successful MCAT preparatory class for Native Hawaiian students at UH Hilo in collaboration with the Native Hawaiian Student Pathway to Medicine Program at JABSOM (refer to Dr. Winona Lee and Dr. Sasha Fernandes’ Letter of Support, Appendix C). Although the funding for this program in no longer available I have continued to communicate with both Dr. Fernandez and Dr. Winona Lee, Director of NHCOE, about future grants and funding for Big Island students. In the past eight years, we have sent over ten students to medical schools around the country that have graduated from UH Hilo. Although not a large number of students, I am proud of such students like Arcelita Imasa (Keaau) a graduate of the UH Hilo nursing program who is currently in her final year of medical school at JABSOM. Arcelita was in my first class here at UH Hilo and one of my earliest advisees whose dream was to become a doctor and came back to school to finish pre-requisite courses after achieving a BSN degree. She helped mentor Waiakea graduate Carrie Ip who is currently in her 2nd year of medical school at JABSOM (refer to Carrie’s letter, Appendix C). Carrie is continuing the UH Hilo mentoring pathway and keeps an open communication with our undergraduates about medical school. Hopefully, this pathway to medicine through the pre-med club can continue a long lasting legacy here at UH Hilo.

Although many of the workshops and resources have been in collaboration with JABSOM. I am actively advising many of the senior undergraduates to be competitive for applying to medical schools around the country. Aspiring Doctors of Hilo Club is currently putting together multiple workshops throughout the year that bring current medical students at JABSOM (who graduated from UH Hilo), to teach suturing, taking vitals, reading electrocardiograms and showing how problem based learning case studies are used in JABSOM’s curriculum.

The majority of Pre-med students are Biology-majors, however through individual advising I can tailor each students schedule to fit his/her needs or circumstances. The pre-med schedule I constructed is built around the MCAT (Medical College Admissions Test) so students understand the importance of class scheduling, medical school admissions pre-requisites, and the application process. JABSOM has continued to visit to UH Hilo campus to present admissions/apply to JABSOM and Post-Baccalaureate opportunities since 2010. I hope to grow and continue the relationship with JABSOM to continue this opportunity to UH Hilo students. Due to the growth of the club over the past years I have now asked Dr. Nakanishi (Assistant Professor, Biology) to help with the advising as well.

Summer 2018/2019: Biotechnology Techniques Course for High school Teachers - A collaboration between Dr. Dulal Borthakur of UH Manoa, Dept. of Molecular Biosciences and Bioengineering, and I may bring a biotechnology techniques course that is usually offered to only Oahu high school science teachers. This course may be offered at UH Hilo for Big

Island high school science teachers who wish to bring different laboratory experiments into their own classrooms. As a graduate student in Molecular Biosciences and Bioengineering I had the opportunity to help conduct such a workshop every summer (3 consecutive years) for high school/middle school science teachers. I hope to bring a similar molecular biotechnology workshop here to UH Hilo to have Big Island teachers the same opportunities without having to travel to Oahu. Both Dr. Borthakur and I are currently working on an NSF proposal that will conduct a 12 workshop for ~10-15 teachers for the next two summers for three weeks located in the Biology Department at UH Hilo. Genomics Core facility, which I am now responsible for overseeing, would be a great research lab that has Next Generation DNA sequencing, real-time PCR, and all the molecular resources to run such a summer program. Although I have only recently taken responsibility over the genomics core facility it may be a great opportunity to showcase UH Hilo’s resources to attract future students to the university.

PATRICK J. HART Professor Department of Biology University of Hawaii at Hilo 200 W. Kawili St. Hilo HI. 96720 [email protected] https://sites.google.com/a/hawaii.edu/hart-lab-3/ 808-932-7182

EDUCATION

Ph.D. Zoology (Ecology, Evolution, and Conservation Biology), 2000 University of Hawai‘i, Manoa

B.A. Aquatic Biology, 1985 University of California, Santa Barbara

PROFESSIONAL EXPERIENCE

2015-present Professor, Department of Biology, University of Hawaii at Hilo 2010 – 2015 Associate Professor, Department of Biology, University of Hawaii at Hilo 2005- 2010 Assistant Professor, Department of Biology, University of Hawaii at Hilo 2002-2005 Post-Doctoral Researcher, USGS-BRD, Kilauea Field Station 2001 Lecturer, Department of Zoology, University of Hawaii, Manoa 2000-2001 Lecturer, Department of Biology, University of Hawaii, Hilo 2000 - present Biological Consultant, Geometrician and Associates 1993-1999 Research Assistant, Department of Zoology, University of Hawaii, Manoa 1991-1993 Teaching Assistant, Department of Zoology, University of Hawaii, Manoa 1992 Instructor, School for Field Studies 1989-1990 Volunteer, United States Peace Corps

GENERAL RESEARCH INTERESTS I have broad interests in behavioral ecology, community ecology, and conservation of Hawaiian forests and forest birds. The relationships between habitat variables and bird distribution, abundance, and demography as they relate to the conservation of Hawaiian forest birds have been a major theme of much of my past and current research. Most recently, my lab has four basic research areas, including: 1) the use of bioacoustics to address a variety of questions relating to bird conservation and behavior in both Hawaiʻi and Costa Rica, 2) dendrochronology to better understand the history and dynamics of Hawaiian forests and climate, 3) Hawaiian forest bird inventory and monitoring, and 4) Hawaiian forest inventory and monitoring. All research projects involve active participation by UH Hilo undergraduate and/or graduate students and these students are often first authors or co-authors on resulting manuscripts. I maintain active collaborations with local, national, and international researchers.

RESEARCH PUBLICATIONS (* signifies student co-author)

Sebastian-Gonzalez, E., R.J. Camp, A. Tanimoto, P. Monteiro de Oliveira*, B. Barreto- Lima*, T. Marques, and P.J. Hart. Density estimation of sound producing animals using single automated acoustic recorders and distance sampling. Avian Conservation and Ecology, in press.

Samuel, M.S., B. Woodworth, C. Atkinson, P.J. Hart, and D. LaPointe. The epidemiology of avian pox and interaction with avian malaria in Hawaiian forest birds. Ecological Monographs, in press.

Deichmann, J., O. Acevedo Charry, L. Barclay, Z. Burivalova, M. Campos Cerqueira, F. d’Horta, E. Game, B. Gottesman, P.J. Hart, A. Kalan, S. Linke, L. Do Nascimento, B. Pijanowski, E. Staaterman, T. Aide. It’s time to listen: there is much to be learned from the sounds of tropical ecosystems. Biotropica: in press.

Judge, S. W., R. J. Camp, P. J. Hart, and Kichman, S. T. 2018. Population estimates of the Endangered Hawai'i 'Akepa (Loxops coccineus) in different habitats on windward Mauna Loa. Journal of Field Ornithology 89(1):11-21

Sebastian-Gonzalez, E., J. van Aardt, K. Sacca, J. Magalhaes Barbosa, D. Kelbe, and P. J. Hart. 2018. Testing the acoustic adaptation hypothesis with native and introduced birds in Hawaiian forests. Journal of Ornithology. DOI 10.1007/s10336-018-1542-3

Tanimoto, A.M* and P.J. Hart. 2018. ‘Akeke‘e (Loxops caeruleirostris) foraging techniques: targeting psyllid nymphs in ‘ōhi‘a galls. Elepaio 78:1-3.

Hart, P.J., E. Sebastiàn-Gonzàlez, A. Tanimoto, A. Thompson*, T. Speetjens*, M. Hopkins*, and M. Atencio-Picado*. 2018. Birdsong characteristics are related to fragment size in a neotropical forest. Animal Behavior 137: 45-52.

Pang-Ching*, J., K.L. Paxton, E.H. Paxton, A.A. Pack, and P.J. Hart. 2018. The effect of isolation, fragmentation, and population bottlenecks on song structure of a Hawaiian honeycreeper. Ecology and Evolution: DOI:10.1002/ece3.3820

Sebastiàn-Gonzàlez, E. and P.J. Hart. 2017. Birdsong meme diversity in a fragmented habitat depends on landscape and species characteristics. Oikos 126: 1511-1521.

Tanimoto*, A.M., P.J. Hart, A.A. Pack, R. Switzer, P.C. Banko, D.L. Ball, E. Sebastian- Gonzalez, L. Komarczyk, and M.H. Warrington. 2017. Changes in vocal repertoire of the Hawaiian Crow, Corvus hawaiiensis, from past wild to current captive populations. Animal Behavior 123:427-432.

Ben, T*., P.J. Hart, and G. Helle 2017. Towards Establishing a New Environmental Archive- Annual Growth Periodicity, Stable Carbon Isotope Variability and Reconstruction Potential of ‘Akoko (Euphorbia olowaluana), A Native Hawaiian Tree with C, Photosynthetic Pathway. Erdkunde 71(1):77-9.

Gaudioso-Levita, J.M*., P.J. Hart, D.A. LaPointe, A.C. Veillet, and E. Sebastian- Gonzalez. 2017. Biolgeographical variation of plumage coloration in the sexually dichromatic Hawai’i ‘Amakihi (Chlorodrepanis virens). Journal of Ornithology DOI 10.1007/s10336-017- 1453-8.

Tanimoto, A.M*., P.J. Hart, A.A. Pack, and R. Switzer. 2017. Vocal Repertoire and Signal Characteristics of 'Alala, the Hawaiian Crow (Corvus hawaiiensis). The Wilson Journal of Ornithology 129: 25-35.

Sebastian-Gonzalez, E., J. Pang-Ching*, J.M. Barbosa, P. J. Hart. 2015. Bioacoustics for species management: two case studies with a Hawaiian forest bird. Ecology and Evolution 5(20): 4696-4705.

Francisco, K.S*., P.J. Hart, J. Li, E.R. Cook, and P.J. Baker. 2015. Annual rings in a native Hawaiian tree, Sophora chrysophylla, on Maunakea, Hawai’i. Journal of Tropical Ecology 31:567-571.

Hart, P.J., R. Hall*, W. Ray*, A. Beck*, J. Zook. 2015. Cicadas impact bird communication in a noisy tropical rainforest. Behavioral Ecology 26:839-842.

Samuel, M. D., B. L. Woodworth, C. T. Atkinson, and P. J. Hart. Avian malaria in Hawaiian forest birds: infection and population impacts across species and elevation. Ecosphere 6 (6) 104. http://dx.doi.org/10.1890/ES14-00393.1.

Aslan, A*., P. J. Hart, J. Wu*, and C. E. Aslan. 2014. Evaluating the qualitative effectiveness of a novel pollinator: a case study of two endemic Hawaiian plants. Biotropica 46:732-739.

VanZandt, M., D*. Delparte, P. J. Hart, F. Duvall, and J. Penniman. 2014. Nesting characteristics and habitat use of the endangered Hawaiin Petrel (Pterodroma sandwichensis) on the island of Lanai. Waterbirds 37:43-51.

Wu, J. X*., D. M. Delparte, and P. J. Hart. 2014. Movement patterns of a native and non native frugivore in Hawaii and implications for seed dispersal. Biotropica 46:175-182.

Hart, Patrick, M.F. Ramos-Ordoñez, C. Rodríguez-Flores, C. Soberanes-González, B. Behrstock, M.C. Arizmendi, and D. Mehlman. 2013. Orange-billed Sparrow (Arremon aurantiirostris), Neotropical Birds Online (T. S. Schulenberg, Editor). Cornell Lab of Ornithology, Ithaca, New York.

Sridhar, H., U. Srinivasan, R.A. Askins, J. Canales-Delgadillo, C. Chen, D. N. Ewert, G. A. Gale, E. Goodale, W. K. Gram, P. J. Hart, K. A. Hobson, R. L. Hutto, S. W. Kotagama, J. L. Knowlton, T. M. Lee, C. A. Munn, S. Nimnuan, B. Z. Nizam, G. Peron, V. V. Robin, A. D. Rodewald, P. G. Rodewald, R. L. Thomson, P. Trivedi, S. L. Van Wilgenburg, and K. Shanker. 2012. Positive relationships between association strength and phenotypic similarity characterize the assembly of mixed-species bird flocks worldwide. American Naturalist 180:777-790.

Hart, P.J. 2012. Patterns of tree mortality in a monodominant tropical forest. Tropical Forests. P. Sudarshana (Ed.) ISBN: 978-953-51-0255-7.

Camp, R. J., S. W. Judge, P. J. Hart, G. Kudray, J. M. Gaudioso, and B. H. Hsu. 2012. Birds in 16

Hawaii Volcanoes National Park: Summary of the 2010 Inventory and Monitoring Program Survey. `Elepaio 72: 1-5.

Samuel, M. D., P. H. F. Hobbelen, F. DeCastro, J. A. Ahumada, D. A. LaPointe, C. T. Atkinson, B. L. Woodworth, P. J. Hart, and D. C. Duffy. 2011. The dynamics, transmission, and population impacts of avian malaria in native Hawaiian birds: a modeling approach. Ecological Applications 21(8): 2960-2973.

Hart, P. J., B. L. Woodworth, R. Camp, K. Turner, K. McClure, K. Goodall, Henneman, C. Spiegel, J. LeBrun, E. Tweed, and M. Samuel. 2011. Bird and resource variability across an elevational gradient in Hawaii. The Auk 128:113-126.

Hart, P.J. 2010. Tree growth and age in an ancient Hawaiian wet forest: vegetation dynamics at two spatial scales. Journal of Tropical Ecology 25:1-11.

Tucker-Mohl, K., P. J. Hart, and C. Atkinson. 2010. Can lowland dry forests represent a refuge from avian malaria for native Hawaiian birds? Pacific Conservation Biology 16:181-186.

Flaspohler, D.J., C. Giardina, G.P. Asner, P.J. Hart, J. Price, C.K. Lyons*, and X. Castaneda*. 2009. Long-term effects of fragmentation and fragment properties on bird species richness in Hawaiian forests. Biological Conservation 143:280-288.

Gaudioso, J.M., D.A. LaPointe, and P.J. Hart. 2009. Knemidokoptic mange in Hawaiì Àmakihi (Hemignathus virens) on the Island of Hawaiì. Journal of Wildlife Disease 45:497-501.

Eggert, L.S., L.A. Terwilliger, B.L. Woodworth, P.J. Hart, D. Palmer, and R.C. Fleischer. 2008. Genetic structure along an elevational gradient in Hawaiian Honeycreepers reveals contrasting evolutionary responses to avian malaria. BMC Evolutionary Biology 8:315.

Zimmerman, N., R.F. Hughes, S. Cordell, P.J. Hart, H.K. Chang, D. Perez, R.K. Like, and R. Ostertag. 2008. Patterns of primary succession of native and introduced plants in lowland wet forests in Eastern Hawai'i. Biotropica 40: 277-284.

Boelman, N.T., G.P. Asner, P.J. Hart, and R.E. Martin. 2007. Multi-trophic invasion resistance in Hawai`i: bioacoustics, field surveys, and airborne remote sensing. Ecological Applications 17(8): 2137-2144.

Foster, J. T., B. L. Woodworth, L. E. Eggert, P. J. Hart, D. Palmer, D. C. Duffy, and R. C. Fleischer. 2007. Genetic structure and evolved malaria resistance in Hawaiian Honeycreepers. Molecular Ecology 16: 4738-4746.

Spiegel, C., P.J. Hart, B. Woodworth, E. Tweed, and J. LeBrun. 2006. Distribution and abundance of forest birds in low altitude habitat on Hawai‘i island: evidence for range expansion of native species. Bird Conservation International 16:175-185.

Tweed, E.J., M. Gorresen, T. Pratt, and P.J. Hart. 2006. Forest bird inventory of the Kahuku Unit of Hawaii Volcanoes National Park. Inventory and Monitoring Program, Pacific Islands Network.

Woodworth, B.L., C.T. Atkinson, D.A. LaPointe, P.J. Hart, et al. 2005. Host population 17

persistence in the face of introduced vector-borne diseases: Hawaii amakihi and avian malaria. Proceedings of the National Academy of Sciences 102:1531-1536.

Hart, P.J. and L.A. Freed. 2004. Predator avoidance as a function of flocking in the sexually dichromatic Hawaii Akepa. Journal of Ethology 22: 190-196.

Hart, P.J. and L.A. Freed. 2003. Structure and dynamics of mixed-species flocks in a Hawaiian rainforest. The Auk 120: 82-95.

Klein, A., P.J. Hart, K. Stumpf, E. Tweed, C. Henneman, C. Spiegel, J. LeBrun, K. McClure, and B. Woodworth. 2003. Nests of ‘Amakihi near sea-level on Hawaii island. Elepaio 63:67-68.

Hart, P.J. 2001. Demographic comparisons between high and low density populations of Hawaii Akepa. In J.M. Scott, S. Conant, and C. vanRiper III. (editors). Studies in Avian Biology 22:185- 193.

PRESENTATIONS and INVITED SEMINARS (since 2005)

Hart, P.J. 2017. Biogeography of Hawaiian bird song memes in a naturally fragmented Landscape. Association for Tropical Biology and Conservation Annual Meeting, Merida, Mexico.

Hart, P.J. 2017. Biogeography of Hawaiian bird song memes in a naturally fragmented Landscape. Hawaii Ecosystem Meeting, Hilo, Hawaii.

Hart, P.J. 2015. Twenty years of regeneration following ungulate removal in an ancient Hawaiian wet forest. Association for Tropical Biology and Conservation Annual Meeting, Honolulu, Hawaii.

Hart, P.J. 2015. Conservation Bioacoustics in Hawaii: from birds to whales. USDA Institute for Pacific Islands Forestry monthly seminar, Hilo, Hawaii.

Hart, P.J. 2015. Twenty years of regeneration following ungulate removal in an ancient Hawaiian wet forest. Hawaii Conservation Conference, Hilo, Hawaii

Hart, P.J. 2015. Song variability in Hakalau forest birds. Friends of Hakalau annual meeting, Hilo, Hawaii.

Hart, P. J. 2014. Effects of cicadas on bird communication in a noisy tropical forest. Association for Tropical Biology and Conservation Annual Meeting, Cairns Australia.

Hart, P. J. 2014. Effects of cicadas on bird communication in a noisy tropical forest. Hawaii Ecosystem Meeting, UH Hilo

Hart, P. J. 2014. Backyard birds of Hilo: Past, present, and future. Lyman Museum monthly seminar series, Hilo, Hawaii.

Hart, P. J. 2014. Tree growth and age in ancient Hawaiian forests: evidence from tree rings. Hawaii Dry Forest Symposium, Kailua-Kona, Hawaii

Hart, P. J. 2013. Vegetation dynamics in ancient Hawaiian forests. UH Hilo Senior Seminar

Hart, P.J. (2013-present). Conservation Bioacoustics in Hawaii. Biology Department Senior Seminar

Hart, P. J. 2011. Decline of vocal repertoire in the endangered Hawaiian Crow (Alala). TCBES Symposium. Hilo, Hawaii

Hart, P. J. 2011. First evidence for annual growth rings in a Hawaiian tree. Hawaii Ecosystem Meeting. Hilo, Hawaii

Hart, P. J. 2011. First evidence for annual rings in a native Hawaiian tree: investigating growth dynamics of mamane on Mauna Kea. Hawaii Paleoclimate Workshop, Volcano, Hawaii.

Hart, P. J. 2011. Hawaiian Honeycreepers: an evolving story. UH Hilo North Hawaii Education and Research Center. Honokaa, Hawaii.

Hart, P. J. 2011. Song variability in Hawaiian forest birds. Friends of Hakalau monthly meeting, Hilo, Hawaii.

Hart, P. J. 2011. Hawaiian Honeycreepers: an evolving story. UH Hilo North Hawaii Education and Research Center. Honokaa, Hawaii.

Hart, P. J. 2011. Song variability in Hawaiian forest birds. Friends of Hakalau monthly meeting, Hilo, Hawaii.

Hart, P. J. 2009. Vegetation dynamics in Hawaii. NSF-JAM Annual Meeting, June 10, Washington DC.

Hart, P. J. 2009. Vegetation dynamics in an ancient Hawaiian wet forest: new evidence from Hakalau. UH Hilo TCBES seminar.

Hart, P.J. 2008. Tree age, growth, and death in an ancient Hawaiian wet forest. Hawaii Conservation Conference, July 29, Honolulu, HI.

Hart, P.J. 2008. Tree age, growth, and death in an ancient Hawaiian wet forest. US Forest Service monthly seminar, UH Hilo Biology 495 seminar.

Hart, P.J. 2005. Lowland Wet Forests on Hawaii: Native bird wastelands or arenas for avian evolution? Hawaii Conservation Conference, July 29, Honolulu, HI.

Hart, P.J. 2005. Patterns of nectar availability and honeycreeper abundance across an elevational gradient on windward Hawaii. Annual Meeting of the Cooper Ornithological Society, Arcata, CA.

GRANTS (since 2005, totaling approximately $12,470,000)

• NSF-RAPID (2018). Cascading effects of rapid and widespread mortality of a foundation tree species on animal communities in Hawai`i. K. Paxton and P.J. Hart ($197,000).

• National Park Service (2018). Front-line training experience for youth in conservation. P.J. Hart ($153,800). • National Park Service (2018). Evaluate status of composition, distribution, and structure of wet forest and subalpine habitat in Pacific Island Parks. P.J. Hart ($281,000)

• National Park Service (2017). Monitoring wildlife behavior in relation to air tour operations. P.J. Hart ($70,288).

• National Park Service (2017). Invasive species research, support, and outreach at Haleakalā National Park. P.J. Hart ($252,340)

• Office of Mauna Kea Management (2017). The distribution of native Hawaiian birds and bats within University of Hawaii management areas on Maunakea. P.J. Hart ($260,000)

• National Park Service (2016). Landbird monitoring in three National Parks in the Pacific Island Network. P. J. Hart ($297,000)

• NSF-CREST (2014). Understanding Biotic Response to Environmental Change in Tropical Ecosystems Through a Place-Based Context D. P. Price, P. J. Hart, E. Stacy, and M. Takabayashi ($4,999,999)

• U. S. Forest Service (2013). Climate change impacts on function of nearshore tropical ecosystems. R. McKenzie and P. J. Hart ($39,600)

• National Park Service (2012). Vegetation inventory and mapping support. P. J. Hart ($515,419)

• UH Climate Science Center Grant (2013). Reconstructing pre-historic climate variability in Hawaii and the tropical Pacific. Hart, P. J., P. Banko, and A. Timmermann ($81,000)

• National Park Service (2010). Landbird inventory and monitoring. Hart, P. J. ($300,426)

• NSF-CREST (2008). CREST Center in Tropical ecology and evolution in marine and terrestrial environments. Price, D.P., P.J. Hart, E. Stacy, and M. Takabayashi. ($4,999,999)

• National Park Service (2007). Insectivorous Bat Monitoring Protocol Development Assistance. HaySmith, L. and P.J. Hart ($28,318)

• UHH EPSCoR REAP Grant (2006) “Using radiocarbon to model the age and growth rates of trees in a Hawaiian rainforest. P. J. Hart. ($23,500)

• UHH SEED Grant (2006) “Acoustic competition between native Hawaiian crickets and introduced Coqui frogs. P. J. Hart ($12,500)

COURSES TAUGHT at UH HILO (*new courses to UH Hilo)

Biology 101 (Introductory Biology for non-majors)- three semesters

Biology 156 (Natural History of the Hawaiian Islands) – one semester

Biology 280 (Biostatistics)- sixteen semesters

Biology 281 (Ecology)- ten semesters

Biology 281 Lab – six semesters

Biology 477* (Avian Biology) – five semesters

Biology 477L* (Field Ornithology) – two semesters

Biology 481 (Tropical Island Ecology and Evolution) – two semesters

Biology 481 Lab – two semesters

CBES 677* (Quantitative Ecology)- six semesters

COMBINED INSTRUCTIONAL/RESEARCH ACTIVITIES

Undergraduate students:

Research mentor to at least 54 undergraduate students conducting independent research projects since 2006. These students include Moana Ching, Lindsey Hamilton, Cassie Lyons, Heather Chang, Karen Wessells, Kealoha Vincent, Kainana Francisco, Iwikauikaua Joaquin, Mark Kapono, Matt Lucas, Lisa Kapono, Tawn Speetjens, Alia Thompson, Leilani Abaya, Keiko Publico, Agnessa Lundy, Kimo Keliipaakaua, Kevin Kaneshiro, Robert Yagi, Britany Sung, Robert Hall, Emilio Torivio, Kristi Cook, Noah Gomes, Rheannon Thompson, Josephine Tupu, Nemesis Ortiz, Cole Dill-De-Sa, Eirlys Tysall, Elizabeth Lough, Linda Xiong, Kylie Rich, Aryana Henthorne, Jessica Loeffler, Grace Treddinnick, Shawna Wolff, Summah Te Kahika-heemi, Beatriz Fraga, Shannon Wilson, Heather Hart, Javier Oñate Casado, David Arakawa, Magnus Williams, Kelly Finn, Natalie Hagemann, Molly Harris, Julia Kovacs, Nicole Preston, Bruna Barreto deLima, Priscilla de Monteiro, Madolyn Hopkins, Josefa Muñoz, and Michael Atencio-Picado. Most of these students have worked with me through directed studies projects (BIOL 399 or BIOL 499), or through the PIPES (Pacific Internship Programs for Exploring Science) program here at UH Hilo or the NAPIRE (Native American and Pacific Islander Research Experience) program in Costa Rica.

Graduate students:

Primary graduate adviser to 28 TCBES graduate students, including 17 who have successfully obtained MS degrees, and 11 who are currently in the program. Those who have finished include: Jackie Gaudioso, Bobby Hsu, Samuel Brooks, Chris Todd, Seth Judge, Stephan Kropidlowski, Thomas Jones, Kainana Francisco, Christina Cornett, Tony Kovach, Austin Aslan, Ann Tanimoto, and Joshua Pang-Ching, Tishanna Ben, James Akau, and Corinna Pinzari. Current students include Angela Beck, Nicole Fernandez, Bret Mossman, Karen Gallardo-Cruz, Erin Netoskie, Kristina Montoya-Aiona, Katie vanDyk, Chris Kluzak, Keith Burnett, Shea Uehana, and Marty Kawasaki.

Committee member for an additional 21 graduate students in the TCBES program. These students are Leayne Patch-Highfil, Cheyenne Perry, Doug Powless, Cary Deringer, Anya Tagawa, Junichi Sugishita, Springer Kaye, Nicole DiManno, Brian Kettl, Seamus Ehrhardt, Riley Bernard, Carly Lowe, Joanna Wu, Marie vanZandt, Julian Dendy, Miya Warrington, Tom McFarlane, Timo Sullivan, Scarlett Kettwich, Matthew Mueller, and Genevieve Blanchet

Post-doctoral students:

Post-doctoral advisor or co-advisor for three post-docs, including Esther Sebastian-Gonzalez, Renee Bellinger, Kristina Paxton

UNIVERSITY SERVICE

1. Chair, Department of Biology, (2013-present) 2. Co-director, Listening Observatory for Hawaiian Ecosystems (LOHE) Bioacoustics Laboratory 3. Associate Director, TCBES Graduate Program (2016-present) 4. Committee member, College of Natural and Health Sciences Transition Team (2017-present) 5. Committee member, TCBES Executive Committee (2008- present). 6. Committee member, TCBES graduate student admissions committee (2013-present) 7. Committee member, UH Hilo Academic Advising Task Force (2015) 8. Committee member, UH Hilo DPC (2012), TPRC (2016) 9. Committee member, TCBES Symposium (2009-2010) 10. Committee member, UH Hilo Academic Policy Committee (2006-2007) 11. Committee member, Biology Department Faculty Search Committees (5 in total)

PROFESSIONAL SERVICE

1. Director, UH Hilo Hakalau Forest Biological Field Station (2009-present) 2. Delegate, Organization for Tropical Studies (OTS) 3. Committee member, Hawaii Island Forest Bird Conservation Group (2018) 4. Committee member, State of Hawaii Endangered Species Recovery Committee (2008-2016) 5. Board member (currently Secretary), Friends of Hakalau Forest National Wildlife Refuge (2006-2010, 2015-present) 6. Peer Reviewer (40 manuscripts from a variety of journals) 7. Primary Counter, Annual Hawaii Forest Bird Surveys (2001-present) 8. Biological Consultant - expertise in the identification of birds and plants across the state of Hawaii (1999-present) 9. Committee member, Palamanui Dry Forest Working Group. (2005-2006) 10. Scientific Resource person, Organization for Tropical Studies

PROFESSIONAL DEVELOPMENT

1. Completed a one-week long statistical modeling workshop using S-Plus software (2006) Boston, MA. 2. Completed a 3-day long course on Bayesian Statistics (2007). Hawaii Volcanoes N.P.

3. Completed a four-day workshop titled “Modeling and estimation based on capture- recapture and occupancy data (2008) USGS-BRD. 4. Completed a one-week long course in Bioacoustic analysis (2009). Cornell Lab of Ornithology, Ithaca New York. 5. Completed a one-week workshop on DISTANCE sampling (2013). University of St. Andrews, Scotland.

COMMUNITY SERVICE

• Leading role in establishment of the 160 acre Palamnui Dry Forest Reserve in Kona, Hawaii (2008). • Leading role in establishment of the 100 acre Kipuka Umi Wet Forest Preserve, Hawaii (2013-2016).

• Ongoing presentations on Native Hawaiian bird diversity and conservation to the Road Scholars group at the Hilo Hawaiian Hotel. • Volunteer Bird Guide- Hakalau Forest NWR Open House, 2006-2016 • Hawaii Alumni Association- Led Field trip to Hakalau, April 2014 • Conservation Career Day Volunteer, UH Hilo, April 2013-present • Hilo Water Garden Club (2009) Gave presentation titled “Ancient ohia trees of Hakalau” • Friends of Hakalau Forest NWR Annual Meeting (April 2009). Gave presentation on “Ancient ohia of Hakalau”. • Gave a presentation to the Hawaii Paradise Park Community Association about the importance of protecting native forest on private property for the preservation of native flora and fauna (Spring 2006) • Gave presentation to the Hilo Lions Club about Hawaiian Forest Birds (Spring 2006) • Wrote article for “The Conch”, the local Paradise Park Homeowners newsletter, about the importance of protecting native forest on private property for the preservation of native flora and fauna (2006) • Wrote article “The ancient ohia of Hakalau” for the Friends of Hakalau Forest NWR newsletter • Wrote article on my research with NAPIRE students in Costa Rica for Amigos Newsletter (2013)

MEDIA

The following feature research and interviews with me and members in my lab:

• Sciencetrends.com: Habitat fragmentation’s effect on oscine passerine bird song (July 18, 2018) https://sciencetrends.com/habitat-fragmentations-effect-on-oscine-passerine-bird-song/

• Hawaii’s Must-See Lava Flows Are Home to New, Startling Ecosystems (April 2017) http://www.smithsonianmag.com/travel/hawaii-startling-lava-fields-home-new-ecoystems- 180962476/?utm_source=smithsoniandaily&utm_medium=email&utm_campaign=20170321- daily- responsive&spMailingID=28333359&spUserID=NzY1MjgwMjE5NDAS1&spJobID=1003034097 &spReportId=MTAwMzAzNDA5NwS2

• UH Hilo Stories: Climate Change Research at UH Hilo: Tree rings and Bird song (February 21, 2017)

http://hilo.hawaii.edu/news/stories/2017/02/21/climate-change-research-at-uh-hilo-tree-rings-and- bird-song/

• American Association for the Advancement of Science (AAAS) Science Update (Podcast): Endangered Crow Calls (February 15, 2017) http://www.scienceupdate.com/2017/02/call/

• Scientific American 60-Second Science (Podcast): Hawaiian Crows Ready for the Call of the Wild (January 30, 2017) https://www.scientificamerican.com/podcast/episode/hawaiian-crows-ready-for-the-call-of-the- wild/

• Science Newsline Biology: Study indicates 'Alala calls have changed (January 26, 2017) http://www.sciencenewsline.com/summary/2017012615240100.html

• Phys.org: Study indicates 'Alala calls have changed (January 26, 2017) https://phys.org/news/2017-01-alala.html

• Honolulu Star-Advertiser: Captive 'Alala's call differs from those in wild, researcher finds (October 26, 2016) https://www.pressreader.com/usa/honolulu-star-advertiser/20161026/281779923669528

• Tribune Herald: Calls of the wild: Grants allow research of ‘alala vocalizations, and other UH- Hilo projects (2016) http://hawaiitribune-herald.com/news/local-news/calls-wild-grants-allow-research-alala- vocalizations-other-uh-hilo-projects

• UH Hilo’s new bioacoustics lab is helping revolutionize the field of ecology (2015). A new algorithm developed by UH Hilo researcher to identify bird songs boasts efficiency and limitless potential for science. http://www.hawaii.edu/news/2015/11/16/uh-hilos-new-bioacoustics-lab-is-helping-revolutionize- the-field-of-ecology/ full article: http://hilo.hawaii.edu/news/stories/2015/11/12/uh-hilos-new-bioacoustics-lab/

• Hana Hou, Caw of the Wild (Hawaiian Airlines magazine, Issue 18.5: October/November 2015) https://hanahou.slickage.com/articles/1476

• Tree Rings on Hawai’i Could Hold New Knowledge About El Niño http://blogs.ei.columbia.edu/2015/08/21/tree-rings-on-hawaii-could-hold-secrets-about-el-nino/

• People Behind the Science Podcasts (2013) http://www.peoplebehindthescience.com/dr-patrick-hart/

COMMUNITY OUTREACH

I provide support for members of my lab (including postdocs, technicians, graduate students, and undergraduate students) to regularly take part in community outreach events, including:

• Mountainview library bird-ology presentation (April 2018) • UH Spring break camp (March 2018) • Kealakehe Elementary Science Night (March 2018) • STEM Excite Camp (July 2017) • Hawaii STEM Conference (May 2017) • Kealakehe Elementary Science and Art Showcase (February 2017) • Pahoa Elementary Outreach (January 2017) • Biocultural Blitz at Puuwaawaa (September 2016) • Kamehameha Pai Alala Mode for Halau Kupukupu summer camp (July 2016)

PROFESSIONAL SOCIETIES

American Ornithologists Union Cooper Ornithological Society Society for Conservation Biology Wilson Ornithological Society

MATTHEW LEO KNOPE

DEPARTMENT OF BIOLOGY • UNIVERSITY OF HAWAII AT HILO • 200 W. KAWILI ST. • HAWAII • 96720 PHONE 808 747 4085 • [email protected] • MATTHEW-KNOPE.SQUARESPACE.COM

EDUCATION Ph.D. Stanford University, Biology (2012) Advisor: Tadashi Fukami M.A. San Francisco State University, Marine Biology (2004) Advisor: Ralph J. Larson B.A. Univ. of California at Santa Cruz, Marine Biology with Honors (1999) Advisor: Giacomo Bernardi

ACADEMIC APPOINTMENTS Assistant Professor of Biology, University of Hawaii at Hilo (2016-present) Assistant Professor of Ecology and Field Biology, University of San Francisco (2015-2016) Lecturer of Biology, Stanford University (2014-15) HHMI Postdoctoral Teaching Fellow in Biology, Stanford University (2012) Adjunct Instructor, Oregon Institute of Marine Biology, University of Oregon (2012)

HONORS AND AWARDS Stanford University, School of Earth Sciences Certificate of Mentoring Excellence (2014) Stanford University, Dept. of Biology Norman K. Wessells Teaching Excellence Award (2011) Stanford University, Dept. of Biology Teaching Excellence Award (2011) National Science Foundation GK-12 Teaching Fellowship Award (2006-2008) Santa Cruz County Science Fair Teacher of the Year (2005) San Francisco State University, Nelson Fellowship Award for Academic Excellence (2002) San Francisco State University, Graduate Fellowship Award for Teaching Excellence (2001) University of California, Santa Cruz Thesis Honors (1998)

TEACHING UH Hilo, Biostats, Nat. Hist. Haw. Islands, Adv. Ecol. and Evol., Speciation Instructor (2016-) University of San Francisco, General Biol., Ecology, Biology of Fishes Instructor (2015-2016) Stanford University, Plant Biol., Ecol. & Evol. and Mol. Biology Lab Instructor (2014-2015) Stanford University, Introduction to Ecology, Teaching of Biology Instructor (Fall 2012) University of Oregon, Biology of Fishes Instructor (Summer 2012) Stanford University, Plant Biol., Ecology & Evolution Laboratory Instructor (Spring 2012) Stanford University, Teaching Assistant (Spring 2010, Winter 2011, Spring 2013) University of Hawaii at Manoa, NSF GK-12 Teaching Fellowship (2006-2008) Georgiana Bruce Kirby Preparatory School, High School Biology Teacher (2003-2005) San Francisco State University, Principles of Ecology Instructor (2001-2002) San Francisco State University, Teaching Assistant (2000-2002)

PUBLICATIONS

1) McClain, C, NA Heim, ML Knope, JL Payne. Is biodiversity energy-limited or unbounded? A test in fossil and modern bivalves. Paleobiology (accepted)

2) Kimmel C, C Small, ML Knope (2017). A rich diversity of opercle bone shape among teleost fishes. PLOS ONE 12(12):e0188888

3) Heim NA, JL Payne*, S Finnegan*, ML Knope*, M Kowalewski*, SK Lyons*, DW McShea*, PH Novack-Gotschall*, FA Smith*, and SC Wang* (2017). Hierarchical complexity and the size limits of life. Proceedings of the Royal Society London B: Biological Sciences 284:20171039 *these authors listed alphabetically

4) Knope ML, KA Tice and DC Rypkema (2017). Site fidelity and homing behaviour in intertidal sculpins revisited. Journal of Fish Biology 90:341-355

5) Payne JL, AM Bush*, ET Chang*, NA Heim*, ML Knope*, and SB Pruss* (2016). Extinction intensity, selectivity, and their combined macroevolutionary influence in the fossil record. Biology Letters 12:20160202 *these authors listed alphabetically

6) Payne JL, AM Bush*, NA Heim*, ML Knope*, and DJ McCauley* (2016). Ecological selectivity of the emerging mass extinction in the oceans. Science 353:1284-1286 *these authors listed alphabetically

7) Knope ML, NA Heim, LO Frishkoff, and JL Payne (2015). Limited role of functional differentiation in early diversification of animals. Nature Communications 6:6455.

8) Heim NA, ML Knope, E Schaal, S Wang, and JL Payne (2015). Cope’s rule in the evolution of marine animals. Science 347:867-870.

9) Knope ML and RJ Larson (2014) Autotomy is an effective escape mechanism for porcelain crabs from rockfish predation. Marine Ecology. 35:471-477.

10) Payne JL, NA Heim, ML Knope, and CR McClain (2014) Metabolic dominance of bivalves predates brachiopod diversity decline by 150 million years. Proceedings of the Royal Society London B: Biological Sciences 281:20133122.

11) Knope ML, R Pender, DJ Crawford, and AM Wieczorek (2013) Invasive congeners are unlikely to hybridize with native Hawaiian Bidens (Asteraceae). American Journal of Botany 100(6):1-6.

12) Knope ML and JA Scales (2013) Adaptive morphological shifts to novel habitats in marine sculpin fishes. Journal of Evolutionary Biology 26:472-482.

13) Knope ML (2013) Phylogenetics of the marine sculpins (Teleostei: Cottidae) of the North American Pacific Coast. Molecular Phylogenetics and Evolution 66:341-349.

14) Knope ML, T Fukami, CW Morden, and VA Funk (2012) Area and the rapid radiation of Hawaiian Bidens (Asteraceae). Journal of Biogeography 39(7):1206-1216.

15) Knope ML, Forde SE and Fukami T (2012) Evolutionary history, immigration history, and the extent of diversification in community assembly. Frontiers in Microbiology 2:273.

16) Spalding HL, A Gupta, DJ Barshis, ML Knope, KA Tice, R Dirzo, and C Wilbur (2010) K-12 science education and “broader impacts.” Frontiers in Ecology and the Environment 8(4):217-218.

17) Baumgartner E, CJ Zabin, JK Philippoff, E Cox, and ML Knope (2009) Ecological monitoring provides a thematic foundation for student inquiry. Pp. 191-209. In: Yager, R. (Ed). Inquiry: The Key to Exemplary Science. Arlington, VA: National Science Teachers Association.

19) Ramon ML and ML Knope (2008) Molecular support for marine sculpin (Cottidae; Oligocottinae) diversification during the transition from the subtidal to intertidal habitat in the northeastern Pacific Ocean. Molecular Phylogenetics and Evolution 46:475-483.

19) Wasson K, BE Lyon, and ML Knope (2002) Hair-trigger autotomy in porcelain crabs (Petrolisthes spp.) is a highly effective escape strategy. Behavioral Ecology 13:481-486.

GRANTS AND FELLOWSHIPS UH Hilo Faculty Seed Grant (2017) Smithsonian Global Genome Initiative Seed Grant (2016) Stanford University HHMI Postdoctoral Teaching Fellowship (2012) Stanford University Department of Biology Travel Grant (2011) Stanford University VPUE SCORE Grant (2010) Stanford University Graduate Research Fellowship (2009-2012) Myers Marine Biology and Oceanographic Trust Grant (2010) UH Manoa EECB Research Grant (2007) UH Manoa Dai Ho Chun Travel Fellowship (2007) National Science Foundation GK12 Fellowship (2006-2008) San Francisco State University College of Science and Engineering Grant (2002) San Francisco State University Nelson Fellowship Award Grant (2002) Myers Marine Biology and Oceanographic Trust Fund Grant (2001)

SELECTED INVITED SEMINARS University of Hawaii at Manoa, Department of Botany, November (2017) University of Hawaii at Hilo, TCBES Graduate Program, September (2017) University of Hawaii at Hilo, TCBES Graduate Program, September (2016) University of Hawaii at Hilo, Department of Biology, April (2016) University of San Francisco, Department of Biology, March (2016) University of San Francisco, Department of Biology, June (2015) University of Oregon, Oregon Institute of Marine Biology, January (2015) University of Oregon, Dept. of Biology, January (2015) UC San Diego, Division of Biological Sciences, January (2015) San Francisco State University, Department of Biology, February (2014) Sonoma State University, Department of Biology, February (2014) University of Oregon, Oregon Institute of Marine Biology, August (2012) University of Hawaii at Manoa, Departments of Botany and Zoology, April (2012) San Francisco State University, Department of Biology, November (2011)

MENTORSHIP UH Hilo, Master’s Thesis Mentor - 1 student (2017-present) UH Hilo, Undergraduate Directed Research Mentor - 5 students (2016-present) UH Hilo, High School Student Research Mentor - 1 student (2017-present) Stanford University, Undergraduate Directed Research Mentor - 13 students (2009-2015) Stanford University, IISME High School Teacher Mentor - 3 teachers (Summers 2013 & 2014) Stanford University, SESUR Undergraduate Research Mentor - 3 students (2013 & 2014) Stanford University, RISE High School Mentorship Program - 1 student (2010) Stanford University, Earth Sciences High School Internship Program Mentor - 1 student (2009) San Francisco State University, Undergraduate Mentor - 4 students (2001-2002)

SELECTED SERVICE ACTIVITIES UH Hilo TCBES Graduate Program Executive Committee Member (2016-present) Editorial Review Board Member Frontiers in Ecology and Evolution (2013-present) Our Project in Hawaii’s Intertidal (OPIHI) Hawaii Island Teacher Training Facilitator (2017-) Stanford University, Biology Undergraduate Studies Committee Member (2011-2012) Stanford University, Ecology and Evol. Reading Group Coordinator (2009-2012) UH Manoa, Dept. of Zoology Graduate Student Representative (2007-2008) NSF GK12 UH Manoa Science Writer’s Group Coordinator (2007-2008)

INVITED REVIEW ACTIVITIES Biology Letters, BMC Evolutionary Biology, Conservation Genetics, Ecology, Evolution, Frontiers in Ecology and Evolution, Hydrobiologia, International Journal of Evolutionary Biology, Journal of Crustacean Biology, Marine Ecology, Marine Ecology Progress Series, Molecular Ecology, Molecular Phylogenetics and Evolution, PeerJ, Proceedings of the National Academy of Sciences, Proceedings of the Royal Society B: Biological Sciences, Proceedings of the Royal Society Open Science, Springer Life Sciences Publishing, and Theoretical Population Biology

Curriculum Vitae William J. Mautz

ADDRESSES: Office: Department of Biology University of Hawaii at Hilo 200 W. Kawili St. Hilo, HI 96720-4091 (808) 932, 7511 email: mautz@hawaii,edu

Home: 1594 Waianuenue Ave. Hilo, HI 96720

GENERAL RESEARCH INTERESTS: Environmental Physiology, Environmental Toxicology, Ecological Energetics, Respiration Physiology, and Herpetology.

EDUCATION: 1972: B.S., Biological Sciences, University of California, Irvine.

1979: Ph.D., Environmental Physiology. Cornell University, Field of Ecology and Evolutionary Biology.

PROFESSIONAL EXPERIENCE: 2006 – present: Professor: Department of Biology, University of Hawaii at Hilo

2002-2006, 2009-2013: Chair, Department of Biology, University of Hawaii at Hilo.

2004, Summer and Fall: Visiting Associate Professor. Department of Anesthesia and Preoperative Care. University of California, San Francisco.

2004-present: Member, Graduate Faculty. Tropical Conservation Biology and Environmental Science MS program. Univ. Hawaii, Hilo.

2003-present: Member, Graduate Faculty. Ecology, Evolution, and Conservation Biology graduate program. Univ. Hawaii, Manoa.

2001-2006: Associate Professor, Department of Biology, University of Hawaii at Hilo.

1996-2001: Assistant Professor, Department of Biology, University of Hawaii at Hilo.

1990-1996: Associate Adjunct Professor, Department of Community and Environmental Medicine, University of California, Irvine.

1982-1990: Assistant Adjunct Professor, Department of Community and Environmental Medicine, University of California, Irvine.

1981-1982: Postdoctoral Research Associate, Department of Community and Environmental Medicine, University of California, Irvine.

1981, Spring: Lecturer, University Extension, University of California, Los Angeles.

1980, Spring: Visiting Assistant Professor, University of California, Los Angeles.

1978-1981: Postdoctoral Research Associate, Laboratory of Nuclear Medicine and Radiation Biology, University of California, Los Angeles.

1977, Summer: Lecturer, Section of Ecology and Systematics, Cornell University.

1977, Fall and Academic Years 1972-1975 and 1976-1977: Graduate Teaching Assistant, Section of Ecology and systematics, Cornell University.

1971, Summer and 1970, Summer: Teaching Assistant, University Extension, University of California, San Diego.

1969, Summer and 1968, Summer: Assistant Aquarist, Thomas Wayland Vaughan Aquarium, Scripps Institution of Oceanography, La Jolla, California.

AWARDS/HONORS: Certificates of Appreciation for service: UHH Sigma Xi Chapter, 1997, 1998; UHH Admissions Committee, 1999; Hawaii District Science and Engineering Fair, 1998, 1999; UC Irvine, Hughes Summer Science Academy, Hughes High School Biotechnology and Research Program, 1990; UC Irvine, Recognition of Outstanding Service on the Medical School Interviewing Committee, 1984.

Faculty Career Development Award. U.C. Irvine. 1996.

Cornell University Third Year Teaching Fellowship (for excellence in undergraduate instruction), 1975.

Graduated with honors in biological sciences from University of California, Irvine, 1972.

TEACHING EXPERIENCE: Senior Thesis Advisor for students in the Tropical Conservation Biology and Environmental Science MS Degree program. Current: Stephanie Gayle 2016 Seamus Ehrhart Jacqueline Haggerty 2012 Jonatha Giddens, MS Kevin Donmoyer, MS

2011 Riley Bernard, MS 2008 Rogelio Dorat, MS Raymond McGuire, MS Miako Warrington, MS 2006 Shenandoah Marr, MS

Undergraduate Independent Research (Directed Studies) Students 2011 James Stilly 2010-2011 Jessica Garett, Sarah Nicolaisen 2008-2010 Charles Warr 2008 Kevin Donmoyer 2007 Rana Van Brook-Fix 2006 Lisa Jacquin, Internship. Visiting from Ecole Normale Superieure De Cachan, France 2006 Jared Bernard, Caitlin Kryss 2005 Breanna Weston, Tiama Friend, Mimi Lin 2004 Julien Stevens, Loney Salas-Ferguson 2003 Nicole Fujie, Rogelio Doratt, Veronica Contos, Nicola Nicolaisen 2002 Raymond McGuire 2000 Kenneth Smith 1999 Kapuaola Gellert, Joy Andrade

Undergraduate Research Volunteer Students 2014 Nicole Preston 2013-2014 Matthew Force Douglas Fitzpatrick 2012-2014 James Stilly

Courses

2007-2018, Spring and Fall: Intermediate Cell and Molecular Biology. Biol. 270. Lower division undergraduate lecture course.

1996-2002 Spring and Fall and 2009-2016 various Spring, Summer and Fall: Human Anatomy and Physiology. Biol. 243, 244, 243L and 244L. Lower division undergraduate lecture and laboratory course.

2001-2018, Spring: Ecological Animal Physiology. Biol. 443. Upper division lecture course.

2005-2018, Spring odd years: Ecological Physiology. Biol. 655 Graduate lecture course.

2014, Spring: Introductory Biology II Laboratory. Biol 176L. Lower division undergraduate laboratory course.

2011 Summer: Australia, Humans and Environment. Biol 394. Undergraduate field course in Queensland, Australia.

2008, Fall; 2009, Spring: Introduction to Cell and Molecular Biology Biol 125. Lower division undergraduate lecture course.

2005, Fall: General Biology Laboratory Biol. 101L. Co-ordinator for laboratory sections taught by graduate teaching assistants.

2005, Spring: Quantitative Methods. Biol. 601. Graduate lecture course.

2001-2004, Spring: Ecological Animal Physiology Laboratory. Biol.443L. Upper division laboratory course.

1998, 2001: Endocrinology Short Course. Biol 494. Upper division undergraduate biology course team taught with visiting faculty sponsored by the Endocrine Society.

1997, Summer and 1996, 1995, 1994, 1993, Winter: Experimental Design and Interpretation of Toxicology Studies. Toxicology 207. Biostatistics course for the Environmental Toxicology Graduate Program, UC Irvine.

1996, 1997, Fall and Spring: General Biology. Biol. 101. Lower division undergraduate course for non- biology majors.

1996, 1995, Summer: Physiology. Biological Sciences 109. Upper division undergraduate biology core course. UC Irvine.

1995, Summer: California Natural History. Biological Sciences 1G. Undergraduate course for biology majors or non-majors. UC Irvine.

1995, 1993, 1992, Fall: Target Organ Toxicology. Toxicology 206. Core course for the Environmental Toxicology Graduate Program, UC Irvine.

1996, 1995, 1994, 1993, 1992, Winter, Summer: Environmental Toxicology. University Extension and Community and Environmental Medicine X 492.41. Co-instructor in course for the U.C. Irvine Extension Program in Hazardous and Toxic Substances.

1995, 1994, Fall: Respiratory Toxicology. Co-instructor for Patient-Doctor II, module 3, UC Irvine College of Medicine.

1994: MS Thesis committee. Eric Moline. Program in Environmental Toxicology. U.C. Irvine.

1993, Spring: Extremes of Pressure and Temperature in Occupational Health. Didactic sessions for residents in Occupational Medicine, UC Irvine.

1992, Fall: Environmental Toxicology. Community and Environmental Medicine 516B. Co-instructor, UC Irvine.

1989, Winter: Respiratory Physiology and Toxicology. Community & Environmental Medicine 213. Graduate elective course.

1985: Ph.D. Thesis committee. Jeffrey Howland. Department of Biology. University of California, Los Angeles.

1984-1996: Bio. Sci. 199. U.C. Irvine. Undergraduate Research. Supervised student research projects for 26 students.

1986-1987: Desert Ecology. Lectures for 2 week field course in Baja, California. Cornell University Adult Education.

1981, Spring: Desert Biology. University Extension. University of California, Los Angeles.

1980, Spring: Animal Physiology. Bio. Sci. 166. Upper division undergraduate course. University of California, Los Angeles.

1977, Summer: Herpetology. Bio. Sci. 472. Upper division undergraduate course. Cornell University.

1972-1977: Graduate Teaching Assistant for courses: Biology of Vertebrates, Herpetology, Ecological Physiology, and Biology for Non-majors. Cornell University.

1970 and 1971, Summers: Teaching Assistant for University Extension course in Marine Biology. University of California, San Diego.

GRANTS AND CONTRACTS: Island Night Lizard Monitoring Project for San Clemente Island. Dept. of the Army. W. Mautz P.I. 9/30/16- 3/31/19.

Island Night Lizard Trap Maintenance, Habitat Evaluation and Status Surveys at the Naval Auxiliary Landing Field, San Clemente Island. Dept. of the Army. W. Mautz P.I. 9/30/13-3/30/16.

Hawaii Invasive Species Council. Dermal Toxicity of Aqueous Solutes in Coqui Frogs (Eeutherodactylus coqui). W. Mautz P.I. 7/1/08-12/31/10.

Hawaii Dept. of Agriculture. Census Assessment of Coqui Frog Populations and Application of Sound Pressure Level Recording to Efficacy Measure. W. Mautz, P.I. 7/1/07-6/30/08.

County of Hawaii, Dept. of Research and Development. Census Assessment of Coqui Frog Populations and Population Effects on Hawaiian Forest Ecosystems. W. Mautz, P.I. 11/01/05 – 9/30/07.

National Science Foundation. DEB-0445267. Effects of Mulitple Species Invasions: Albizia Tree and Coqui Frog Colonization of Hawaii. W. Mautz, P.I. 7/15/05-6/30/09.

National Institutes of Health, INBRE. 2 P20 RR016467-04. (D. Smith, P.I.) subproject: Comparative Irritancy of Ozone and Sulfur Oxide Air Pollutants. W. Mautz (Junior Investigator). 8/01/04 – 7/31/05.

Research Council, UH Hilo. Bridge Grant. Comparative Biology of Respiratory Tract Irritants. W. Mautz, P.I. 6/1/04-5/30/05.

USDA Co-operative State Research, Education , and Extension Service. Special Research Grants-Tropical and Subtropical Agriculture. Control of Coqui Frog Populations in Hawaii. H. Ako, PI. W. Mautz, Investigator. 10/02 – 9/05.

USDA Co-operative State Research, Education , and Extension Service. Special Research Grants-Tropical and Subtropical Agriculture. Management of Two New Invasive Species in Hawaii: the Coqui Frog and the Nettle Caterpillar. A Hara, W. Mautz, and E. Killgore, co-PI’s. 7/02 – 6/05.

National Institutes of Health, Minority Biomedical Research Support. 3 S06 GM08073-31S1 Equipment Enhancement for the UH-Hilo SCORE Program. D. Brown, P.I. W. Mautz, Subproject Investigator. Subproject: Fluorescence Compound Microscope, Zeiss model Axioplan 2 Imaging System. 7/02 - 6/04.

National Institutes of Health, MBRS RISE Program at the University of Hawaii at Hilo. GM61526-02. D. Brown, P.I. 7/01 - 6/05.

National Institutes of Health, Minority Biomedical Research Support. 3 S06 GM08073-26S1 Biomedical Research at the University of Hawaii at Hilo. D. Brown, P.I. Subproject: Comparative Biology of Inhaled Respiratory Tract Irritants. 7/00 - 7/04.

National Science Foundation, CCLI Adaptation and Implementa. 9972366. Curriculum Development for Ecology, Evolution, and Conservation Biology. Co P.I. with D. Price and G. Gerrish. 6/99 -6/01.

United States Navy. Contract to perform research on conservation of the island night lizard on San Clemente Island, California. 5/96 - 9/98.

National Park Service, U.S. Department of the Interior. Contracts to perform research on the status of the island night lizard on the California Islands. 9/94 and 9/95.

California Air Resources Board. 93-336. Atmospheric Acidity Protection Program Assessment Workshop. 7/94 - 7/95.

California Air Resources Board. 93-218. Toxicity of chemical constituents of PM10 in the South Coast Air Basin. 4/94 - 3/96. Co-principal Investigator.

National Institute of Public Health and Environmental Protection, The Netherlands. A quantitative risk assessment of the acute health effects of diesel, automobile and LPG exhaust during winter type smog. 10/93 - 2/94. Co-principal Investigator.

California Air Resources Board. 92-334. Nitric Acid Airway Toxicity: Potential for Particle and Ozone Interactions. 6/93 - 5/94. Co-principal investigator.

Department of Health and Welfare of Canada. Toxicology of acid/oxidant atmospheric mixtures: Effects of Carbon, Sulfate, and Ozone-containing Atmospheres. 10/91 - 3/92. Co-principal investigator.

California Air Resources Board. A033-175. Effects of ozone on proteases and protease inhibitors of the human and rat lung. 7/91-6/94.

California Air Resources Board. AO33-088. Studies to determine the long-term health effects of acidic atmospheres. 3/91-12/94.

California State University Fullerton. Subcontract in NIH TSARO1ESO3484-04A1. Does pulmonary surfactant react with inhaled pollutants? 7/88-6/91. Dr. Barbara Finlayson-Pitts, principal investigator.

California Air Resources Board. A933-158. Toxicity of Chemical Constituents of PM 10 in the South Coast Air Basin of California. 6/90 - 5/93. Co-principal investigator.

California Air Resources Board. A833-104. Chronic toxicity of mixed air pollutants: oxidant, acid and fine particles. 5/90-4/94.

Department of Health and Welfare of Canada. Toxicology of acid/oxidant atmospheric mixtures. 10/88-03/89. Co-principal Investigator.

California Department of Health Services. M.O.U. Airborne dust inhalation exposure assessments for children and adults. 07/88-06/89. Co-Principal Investigator.

California Air Resources Board. A6-148-33. Acid air pollutant mixtures: respiratory system dose-response relationships and effects of exercise. 04/87 -10/88.

California Air Resources Board. A4-112-32. Respiratory effects of acid-containing multicomponent atmospheres, 04/85-07/87.

Environmental Protection Agency. R811494-D1-0. Interactive effects of formaldehyde combined with ozone and aerosol, 08/84-01/87. Co-Principal Investigator.

Electric Power Research Institute. RP1962-1. Inhalation toxicology of sulfur-containing multicomponent atmospheres. 01/85-12/90. Co-Principal Investigator.

Health Effects Institute. 84-13. The effects of exercise on the dose and dose distribution of inhaled automotive pollutants, 06/84-05/85. Co-Principal Investigator.

California Air Resources Board. A2-129-23. Effect of exercise on lung injury induced by ozone and nitrogen dioxide, 12/82-06/84.

California Air Resources Board. AO-129-32. The Influence of Exercise on Lung Injury from Exposure to Ozone. 7/81-12/82. Co-Principal Investigator.

U.S. Fish and Wildlife Service. Contract to develop a recovery plan for the threatened lizard, Klauberina riversiana, 1980.

Staff Civil Engineering Department, U.S. Naval Airstation, North Island, San Diego, California. Contract to conduct a demographic study of K. riversiana on San Clemente Island, 1980.

Society of Sigma Xi. Grant for study of evaporative water loss physiology of xantusiid lizards, 1977.

National Science Foundation. DEB 76-15431. Improvement of Doctoral Dissertation Research in the Field

Sciences: Water Loss in Xantusiid Lizards and Its Relation to Microhabitat Selection, 1976.

Natural Resources Program, Naval Undersea Center, San Diego, California. Study of water balance and habitat of the island night lizard, Klauberina riversiana, 1975.

Theodore Roosevelt Memorial Fund. American Museum of Natural History. Studies of water balance and habitats of xantusiid lizards, 1974-1975.

E.I. duPont de Nemours & Company Committee on Educational Aid. Studies of evaporative water loss and habitats of xantusiid lizards, 1973-1975.

National Science Foundation Grant No. GY-10031. Undergraduate Research Participation. Locomotor and metabolic rhythms of Xantusia henshawi, 1972.

PROFESSIONAL SOCIETIES: American Association for the Advancement of Science American Society of Ichthyologists and Herpetologists Herpetologists' League Society for the Study of Amphibians and Reptiles

ABSTRACTS: 1. Mautz, W.J. Resource partitioning by lizards in a cave habitat. Herp. Rev. 7:91, 1976. 2. Mautz, W.J. Factors influencing the evaporative water loss of lizards. Amer. Zool. 17(4):931, 1977. 3. Mautz, W.J. Ontogenetic changes in diet and energy expenditure in the herbivorous lizard, Dipsosaurus dorsalis. Amer. Zool. 20(4):842, 1980. 4. Mautz, W.J. Both respiratory and cutaneous water loss of lizards are correlated with habitat aridity. Amer. Zool. 21(4):1031, 1981. 5. Reischl, P., Mautz, W.J. and Bufalino, C. Respiratory rate responses to exercise in dogs maintained at resting body temperature. The Physiologist. 25(4):199, 1982. 6. Mautz, W.J., McClure, T.R., Reischl, P., Crocker, T.T. and Phalen, R.F. Exercise potentiates ozone induced lung damage in rats. The Physiologist. 25(4):200, 1982. 7. Reischl, P., Mautz, W.J. and Phalen, R.F. The effective dose concept extended to breathing pattern kinetics in exercising dogs exposed to ozone containing atmosphere. Fed. Proc. 41:1750, 1982. 8. Kleinman, M.T., Bufalino, C., Mautz, W.J. and Phalen, R.F. Influence of exercise on respiratory tract uptake of pollutant gases. Toxicologist. 3:119, 1983. 9. Mautz, W.J., Kleinman, M.T., Reischl, P., Bufalino, C. and Crocker, T.T. Effects of formaldehyde on pulmonary function of exercising dogs. The Physiologist. 26(4):A99, 1983. 10. Mautz, W.J., Kleinman, M.T., Bufalino, C. and Phalen, R.F. Comparison of pulmonary function of exercising dogs inhaling 03 alone or a mixture of 03, SO2, and acid aerosol. Fed. Proc. 43(3):545, 1984. 11. Kleinman, M.T., Mautz, W.J., McClure, T., Phalen, R.F. and Crocker, T.T. Enhancement of ozone-induced lung lesions by acidic aerosols in the rat. Fed. Proc. 43(4):889, 1984. 12. Reischl, P. and Mautz, W.J. Digital algorithm for breath-by-breath computation of pulmonary resistance and compliance. Fed. Proc. 43(4):915, 1984. 13. Mautz, W.J., Kleinman, M.T., McClure, T.R. and Phalen, R.F. Synergistic effects of inhaled ozone and nitrogen dioxide on lung damage in rats. Fed. Proc. 44:1272, 1985.

14. Mautz, W.J. Effective dose of ozone inhaled during exercise and lung injury in rats. The Physiologist. 28(4):276, 1985. 15. Mautz, W.J. and Nagy, K.A. Energetics of hibernation in the lizard Dipsosaurus dorsalis. Amer. Zool. 26(4):112A, 1986. 16. Mautz, W.J. Ecology and energetics of the island night lizard, Xantusia riversiana on San Clemente Island. Amer. Zool. 27(4):147A, 1987. 17. Mautz, W.J. Ozone-induced rapid and shallow breathing response of rats involves depression of ventilation and metabolic rate. The Physiologist. 30(4):165, 1987. 18. Mautz, W.J., Bufalino,C., McClure, T.R., and Crocker, T.T. Antagonistic Effects of Inhaled Formaldehyde and Ozone on Lung Injury in Resting and Exercising Rats. FASEB J. 2:A1798, 1988. 19. Mautz, W.J., and Nagy, K.A.. Xantusiid lizards have low field metabolic rates. Amer. Zool. 28(4):103A, 1988. 20. Mautz, W. J., Kleinman, M.T., and Bufalino, C. Relation of irritant breathing pattern responses to subsequent respiratory tract injury in rats exposed to mixed acid-oxidant-fine particle air pollutants. Toxicologist. 11(1):83. 1991. 21. Mautz, W.J. and Bufalino, C. Irritant breathing pattern responses of rats in repeated episodic exposure to ozone and to an acid-ozone-fine particle air pollutant mixture. Am. Rev. Resp. Disease. 143(4):A93. 1991. 22. Mautz, W.J., Daniels,C.B., and Bennett, A.F. Thermal dependence of locomotion and aggression in a xantusiid lizard. Amer. Zool. 31(5):142A. 1991. 23. Mautz, W.J., Bufalino, C., and McClure, T.R. Effects of exercise on rat respiratory tract epithelial injury from formaldehyde and ozone. Toxicologist. 12(1):231. 1992. 24. Mautz, W.J., Kleinman, M.T., Bufalino, C., and Cheng, W. Effects of episodic exposure to nitric acid on pulmonary structure and function in the rat. Toxicologist. 13(1):150. 1993. 25. Kleinman, M.T., Mautz, W.J., and Bjarnason, S. Evidence for reduced adaptive responses after exposure to ozone/particle mixtures in the rat. Toxicologist. 13(1):150. 1993. 26. Mautz, W.J., Nadziejko, C.E., and Schlesinger, R.B. Effects of subchronic exposure to nitric acid vapor on alveolar structure in the rat and rabbit. Am. Rev. Resp. Disease. 147(4):A382. 1993. 27. Mautz, W.J. Decline and recovery of a Xantusia riversiana population following habitat damage by feral pigs. Amer. Zool. 33(5):144A. 28. Turbow, R., Waffarn, F., Hallman, M., Kleinman, M., Rasmussen, R., Mautz, W., Bhalla, D, and Cheng, W. Inflammatory responses and suppressed macrophage function following inhaled nitric oxide. Amer. J. Resp. Critical Care Med. 149(4):A441. 1994. 29. Mautz, W.J., Kleinman, M.T., Wong, C.G., and Bufalino, C. Effects of 9 months episodic exposure to nitric acid and ozone alone and in combination on pulmonary structure and function in the rat. Toxicologist. 30(1):45. 1996. 30. Mautz, W.J. Behavioral hypothermia in lizards. Amer. Zool. 36:35a. 1996. 31. Dohm, M. R., and W. J. Mautz. Effects of ozone on toad behavior and immune function. American Zoologist. 41(6): 1426A. 2001. 32. Dohm, M. R., S. L. Moore, C. C. Muir, A. M. Reza, D. K. Price, and W. J. Mautz. Molecular population phylogeny and cold tolerance of Hawaiian picture-winged Drosophila silvestris and heteroneura. American Zoologist. 41(6): 1429A. 2001. 33. Johnson, S., W. J. Mautz, and M. R. Dohm. Effects of ozone exposure on the specific dynamic action of the cane toad, Bufo marinus Integrative Biology. In press.

TECHNICAL REPORTS. 1. The island night lizard. Section III C. IN: San Clemente Island Endangered Species Habitat

Recovery Plan. United States Navy and Pacific Southwest Biological Services. 1981. 2. The status of the island night lizard, Xantusia (=Klauberina) riversiana, on San Clemente Island. Final Report. Contract NOO246-80M-7274. United States Navy. 1982. 3. The influence of exercise on lung injury from exposure to ozone. Final Report. Contract 982-81. California Air Resources Board. 1983. 4. Effect of exercise on lung injury induced by ozone and nitrogen dioxide. Final Report. Contract A2-129-23. California Air Resources Board. 1984. 5. Respiratory effects of acid-containing multi-component atmospheres. Final Report. Contract A4-112-32. California Air Resources Board. 1987. 6. Toxicity of chemical constituents of PM10 in the South Coast Air Basin of California. Final Report. Principal Investigator: D.K. Bhalla. Contract A933-158. California Air Resources Board. 1993. 7. Acid air pollutant mixtures: respiratory system dose-response relationships and effects of exercise. Final Report. Contract A6-148-33. California Air Resources Board. 1989. 8. Chronic toxicity of mixed air pollutants: oxidant, acid and fine particles. Final Report. Contract A833-104. California Air Resources Board. 1993. 9. Bezy, R.L., Fellers, G.M., and Mautz, W.J. Island night lizard. In: C.G. Thelander and M. Crabtree, eds. Life on the Edge: a Guide to California's Endangered Natural Resources: Wildlife. Santa Cruz, California. Biosystems Books. pp 274-275. 1994. 10. Long term Effects of Acidic Atmospheres. Final Report. Contract A033-088. California Air Resources Board. 1995. 11. Atmospheric Acidity Protection Program Assessment Workshop Proceedings. Final Report. Contract 93-336. California Air Resources Board. 1995. 12. Ecology of the Island Night Lizard, Xantusia riversiana, on San Nicolas Island, California. Report to Biological Resources Division, USGS. Fellers, G. M, C. A. Drost, W. J. Mautz, and T. Murphey. 1998. 13. Management Plan for Resident Populations of the Island Night Lizard, Xantusia riversiana, on San Clemente Island, California. U.S. Navy. 2000.

PUBLICATIONS: 1. Mautz, W.J. and Case, T. A diurnal activity cycle in the granite night lizard, Xantusia henshawi. Copeia. 1974:243-251, 1974. 2. Mautz, W.J. and Lopez-Forment, W. Observations on the activity and diet of the cavernicolous lizard, Lepidophyma smithii (Sauria: Xantusiidae). Herpetologica. 34:311-313, 1978. 3. Mautz, W.J. The metabolism of reclusive lizards: the Xantusiidae. Copeia. 1979:577-584, 1979. 4. Mautz, W.J. Factors influencing the evaporative water loss of lizards. Comp. Biochem. Physiol. 67A:429-437, 1980. 5. Mautz, W.J. Patterns of evaporative water loss. In: C. Gans and F.H. Pough (eds.), Biology of the Reptilia, Vol. 12, Physiology C., Academic Press, pp. 443-481, 1982. 6. Mautz, W.J. Use of cave resources by a lizard community. In: N.J. Scott (ed.), Herpetological Communities: A Symposium of the Society for the Study of Amphibians and Reptiles and the Herpetologists' League, U.S. Fish and Wildlife Service. Wildl. Res. Rep. 13:129-134, 1982. 7. Mautz, W.J. Observations on an oviposition site of the side-blotched lizard, Uta stansburiana. J. Herpetology 16:331-332, 1982. 8. Mautz, W.J. Correlation of both respiratory and cutaneous water losses of lizards with habitat aridity. J. Comp. Physiol. 149:25-30, 1982. 9. Kobayashi, D., Mautz, W.J. and Nagy, K.A. Evaporative water loss: humidity acclimation in Anolis carolinensis lizards. Copeia 1983:701-704, 1983. 10. Mautz, W.J. Studying the effects of exercise during exposure to inhaled pollutants using animal models. Proceedings of the 15th Conference on Environmental Toxicology, Toxic Hazards Research Unit, Dayton, Ohio. pp.36-49, 1984. 11. Mautz, W.J., Phalen, R.F., McClure T. and Bufalino, C. A rodent treadmill for inhalation 40

toxicologic studies and respirometry. J. Appl. Physiol. 58:673-679, 1985. 12. Mautz, W.J., Bufalino, C., Kleinman, M.T. and Lejnieks, R.M. Pulmonary function of exercising dogs exposed to O3 alone or in combination with acid aerosol. Proceedings of the Annual Meeting of the Air Pollution Control Association. 85-29.4:1-26, 1985. 13. Mautz, W.J., McClure, T.R., Reischl, P., Phalen, R.F. and Crocker, T.T. Enhancement of ozone induced lung injury by exercise. J. Toxicology and Environmental Health. 16:841-854, 1985. 14. Kleinman, M.T., Mautz, W.J., McClure, T.R., Mannix, R. and Phalen, R.F. Comparative effects of acidic and non-acidic multicomponent atmospheres on the lungs of rats exposed by inhalation. Proceedings of the Annual Meeting of the Air Pollution Control Association. 85-29.3:1-10, 1985. 15. Kleinman, M.T., McClure, T., Mautz, W.J. and Phalen, R.F. Enhancement of ozone-induced lesions by acidic aerosols in rats. In: S.D. Lee (ed.), Evaluation of the Scientific Basis for Ozone/Oxidant Standards, Ann Arbor Sciences. pp.357-365, 1985. 16. Mautz, W.J. and Nagy, K.A. Ontogenetic changes in diet, water flux, and energy expenditure in the herbivorous lizard, Dipsosaurus dorsalis. Physiological Zool. 60:640-658, 1987. 17. Kleinman, M.T. and Mautz, W.J. The effects of exercise on respiratory tract dosimetry for inhaled gaseous pollutants. Proc. Ann. Meeting Air Pollution Control Assoc. 7-33.5:1-11, 1987. 18. Mautz, W.J., Kleinman, M.T., Phalen, R.F., and Crocker, T.T. Effects of exercise exposure on toxic interactions between inhaled oxidant and aldehyde air pollutants. J. Toxicology and Environmental Health 25:165-177, 1988. 19. Kleinman, M.T., McClure, T.R., Mautz, W.J., Phalen, R.F. and Crocker, T.T. Effects of inhaled oxidant and acidic air pollutant combinations on nasal and tracheal tissues in exercising rats. Ann. Occupational Hygiene, 32:239-245. (Suppl. 1. Inhaled Particles VI). 1988. 20. Kleinman, M.T., R.F. Phalen, W.J. Mautz, R.C. Mannix, and T.T.Crocker. Health effects of acid aerosols formed by atmosphere mixtures. Environ. Health Perspectives. 79:137-145, 1989. 21. Finlayson-Pitts, B.J., Sweetman, L.L., and Mautz, W.J. Effects of oxidant air pollutants on pulmonary surfactant using two isolation procedures. J. Air Pollution Control Assoc. 39:479-482, 1989. 22. Kleinman, M.T. and Mautz, W.J. Upper airway scrubbing at rest and exercise. In: M.J. Utell and R. Frank, eds. Susceptibility to Inhaled Pollutants. ASTM STP 1024. Am. Soc. for Testing and Material. Philadelphia. pp 100-110. 1989. 23. Mautz, W.J. and Bufalino, C. Breathing pattern and metabolic rate responses of rats exposed to ozone. Resp. Physiol. 76:69-78, 1989. 24. Phalen, R.F., Oldham, M.J., and Mautz, W.J., Aerosol deposition in the nose as a function of body size. Health Physics. 57(Sup. 1):299-305, 1989. 25. Mautz, W.J., Finlayson-Pitts, B.J., Messer, K., Kleinman, M. T., Norgren, M. B., and Quirion, J. Effects of ozone combined with components of acid fogs on breathing pattern, metabolic rate, pulmonary surfactant composition, and lung injury in rats. Inhalation Toxicology. 3:1-25. 1991. 26. Mautz, W. J. Calibration of respiratory gas exchange measurements in inhalation toxicology studies. Fundamental and Applied Toxicology. 18:144-148. 1992. 27. Mautz, W. J., Daniels, C. B. and Bennett, A. F. Thermal dependence of locomotion and aggression in a xantusiid lizard. Herpetologica. 48:271-279. 1992. 28. Mautz, W.J. Ecology and energetics of the island night lizard, Xantusia riversiana, on San Clemente Island, California. pp 417-428 In: F. G. Hochberg, ed. Third California Islands Symposium: Recent Advances in Research on the California Islands. Santa Barbara Museum of Natural History: Santa Barbara, CA. 1993. 29. Finlayson-Pitts, B.J., Mautz, W.J., Lai, C.C., Bufalino, C., Messer, K., Mestas, J., Koch, H., and Lucio, L. Are changes in breathing pattern on exposure to ozone related to changes in pulmonary surfactant? Inhalation Toxicology. 6:267-287. 1994. 30. Mautz, W.J. Thermal biology and microhabitats of xantusiid lizards. P.R. Brown and J.W. 41

Wright, eds. Herpetology of the North American Deserts. Southwestern Herpetologists Society. Van Nuys, CA. 1994. 31. Phalen, R.F., Kleinman, M.T., Mautz, W.J, and Drew, R. T. Inhalation exposure methodology. pp 59-82, In: P.G. Jenkins, D. Kayser, H. Muhle, G. Rosner, and E.M. Smith, eds. Respiratory Toxicology and Risk Assessment. World Health Organization and Wissenschaftliche Verlagsgesellschaft mbH. Stuttgart. 1994. 32. Kleinman, M.T., Bhalla, D.K., Mautz, W.J., and Phalen, R.F. Cellular and immunologic injury with PM10 inhalation. Inhalation Toxicology. 7:589-602. 1995. 33. Bowler, P.A., Johnson, T.P., and Mautz, W.J. Field and laboratory methods for preventing retraction of snails during fixation. J. Molluscan Studies. 62:124-126. 1996. 34. Wong, C.G., Bonakdar, M., Mautz, W.J., and Kleinman, M.T. Chronic inhalation exposure to ozone and nitric acid elevates stress-inducible heat shock protein 70 in the rat lung. Toxicology. 107:111-119. 1996. 35. Mannix, R.C., Phalen, R.F., Oldham, M.J., Mautz, W.J., and Kleinman, M.T. Effects of repeated exposure to nitric acid vapor and ozone on respiratory tract clearance in the rat. Inhalation Toxicology. 8:595-605. 1996. 36. Sindhu, R.K., Mautz, W.J., Fujita, I., Wang, N., and Kikkawa, Y. Effect of chronic exposure to ozone and nitric acid on the cytochrome P450 monooxygenase system of rat lung and liver. Inhalation Toxicology. 8:695-708. 1996. 37. Hallman, M., Waffarn, F., Bry, K., Turbow, R., Kleinman, M.T., Mautz, W.J., Rasmussen, R.E., Bhalla, D.K., and Phalen, R.F. Surfactant dysfunction after inhalation of nitric oxide. J. Appl. Physiol. 1996. 80:2026-2034. 1996. 38. Mautz, W.J. and Kleinman, M.T. Animal quality and protocol approval. Chapter 2. In: R.F. Phalen, ed. Methods in Inhalation Toxicology. CRC Press. Boca Raton, Fl. 1997. 39. Mautz, W.J. Animal monitoring. Chapter 6. In: R.F. Phalen, ed. Methods in Inhalation Toxicology. CRC Press. Boca Raton, Fl. 1997. 40. Sindhu, R.K., Mautz, W.J., and Kikkawa, Y. Chronic exposure to ozone and nitric acid vapor results in increased levels of rat pulmonary putrescine. Arch. Toxicol. 72:445-449. 1998. 41. Kleinman, M.T., Mautz, W.J., and Bjarnason, S. Adaptive and non-adaptive responses in rats exposed to ozone, alone and in mixtures with acidic aerosols. Inhalation Toxicology. 11:249-264. 1999. 42. Kleinman, M.T., Bufalino, C., Rasmussen, R., Hyde, D., Bhalla, D.K., and Mautz, W.J. Toxicity of chemical components of ambient fine particulate matter (PM 2.5) inhaled by aged rats. J. Appl. Toxicol. 20:357-364. 2000. 43. Mautz, W.J. and Nagy, K.A. Xantusiid lizards have low energy, water, and food requirements. Physiol. Biochem. Zool. 73: 480-487. 2000. 44. Mautz, W.J., Kleinman, M.T., Bhalla, D.K., and Phalen, R.F. Respiratory tract responses to repeated inhalation of an oxidant and acid gas-particle air pollutant mixture. Toxicological Sciences. 61:331-341. 2001. 45. Dohm, M.R., Mautz, W.J., Looby, P.G., Gellert, K.S., and Andrade, J.A. Effects of ozone on evaporative water loss and thermoregulatory behavior of marine toads, Bufo marinus. Environmental Research. 86:274-286. 2001. 46. Mautz, W.J. Exercising animal models in inhalation toxicology: interactions with ozone and formaldehyde. Environmental Research 92(1):14-26. 2003. 47. Mautz, W.J. and Dohm, M.R. Respiratory and behavioral effects of ozone on a lizard and a frog. Comp. Biochem. Physiol. Part A. Molecular and Integrative Physiology. 139: 371- 377. 2004. 48. Dohm, M.R., Mautz, W.J., Andrade, J.A., Gellert, K.S., Salas-Ferguson, L.J., Nicolaisen, N., and Fujie,

N. Effects of ozone exposure on nonspecific phagocytic capacity of pulmonary macrophages from an amphibian, Bufo marinus. Environ. Toxicol. and Chemistry. 24:205- 210. 2005. 49. Werner, Y.L., Takahashi, H., Mautz, W.J., and Ota, H. Behavior of the terrestrial nocturnal lizards Goniurosaurus kuroiwae kuroiwae and Eublepharis macularius (Reptilia: Eublepharidae) in a thigmothermal gradient. J. Thermal Biology. 30:247-254. 2005. 50. Woolbright, L.L, Hara, A.H., Jacobsen, C.M., Mautz, W.J., and Benevides, F.L. Jr. Population densities of the Coqui, Eleutherodactylus coqui (Anura: Leptodactylidae) in newly invaded Hawaii and in native Puerto Rico. J. Herpetology. 40:80-84. 2006. 51. Dohm, M. R., Mautz, W. J., Doratt, R, E., and Stevens, J.R. Ozone exposure affects feeding and locomotor behavior of adult Bufo marinus. Environ. Toxicol. and Chemistry. 27:1209-1216. 2008. 52. Marr, S.R., Mautz, W.J., and Hara, A.H. Parasite loss and introduced species: a comparision of the parasites of the Puerto Rican tree frog, Eleutherodactylus coqui, in its native and introduced ranges. Biological Invasions. 10:1289-1298. 2008. 53. Benevides, F. L. Jr., Mautz, W. J., and Warrington, M. A piece-wise linear model of the sound pressure level of male Eleutherodactuylus coqui overnight chorus. Herpetological Review. 40:162-165. 2009. 54. Seifan, T., Federman, A., Mautz, W.J., Smith, K.J., and Werner, Y.L. Nocturnal foraging in a diurnal tropical lizard (Squamata: Gekkonidae: Phelsuma laticauda) on Hawaii. J. Tropical Ecology. 26:243-246. 2010. 55. Brown, D.E, Mautz, W.J., Warrington, M., Allen, L., Tefft, H.A.T.,Galtshalk, L., and Katzmarzyk, P. T. Relation between C-reactive protein levels and body composition in a multiethnic sample of school children in Hawaii. Am. J. Human Biology. 22:675-679. 2010. 56. Mautz, W.J. and H. B. Shaffer. Colonization of Hawaii Island by the brown anole, Anolis sagrei. Herpetological Review. 42:508-509. 2011. 57. Benevides, F .L. Jr., and Mautz, W.J. Temporal and spectral characteristics of the male Eleutherodactylus coqui two-note vocalization in Hawaii. Bioacoustics. 23:29-38. 2014 58. Bernard, R.F. and W.J. Mautz. Dietary overlap between the invasive coquí frog (Eleutherodactylus coqui) and the Hawaiian hoary bat (Lasiurus cinereus semotus) on the Island of Hawai’i. Biological Invasions 18 (12), 3409-3418. 2016. 59. Holmes, I. A., Mautz, W. J., and Rabosky, A. R. D., Historical environment is reflected in modern population genetics and biogeography of an island endemic lizard (Xantusia riversiana reticulata). PLoS ONE 11(11): e0163738. doi:10.1371/journal.pone.0163738.2016. 60. Benevides, F. L. Jr., Mautz, W.J., Jacobsen, C. J. And Hara, A. H. Estimating density of calling male Eleutherodactylus coqui in Hawaii from audio recordings of the nighttime frog chorus. Bioacoustics, DOI: 10.1080/09524622.2017.1399467. 2017. 61. Aburto-Oropeza, O. et al. Harnessing cross-border resources to confront climate change. Environmental Science and Policy J. In press. 2018.

Cedric Campbell (Cam) Muir PhD

Education

• B.Sc. (Biology) December 31,1991 Simon Fraser University • Ph.D. (Biology) July 21, 1998 Institute of Molecular Biology and Biochemistry Simon Fraser University. Thesis title: The Descendants of our Ancestors: Investigating Population Structure of the Orangutan (Pongo pygmaeus) Using DNA Sequence and Paleomigration Modeling [Examining Committee: A.T. Beckenbach (Sr. Advisor), B.M.F. Galdikas, M. Stoneking (Penn State University), M.J Smith, F. Breden, A. Harsted (public), R. L. Cann University of Hawai`i (External)]

Appointments

Sustainability Coordinator University of Hawai`i at Hilo. Jan 2012 - December 2013

Associate Dean University of Hawai`i at Hilo, College of Arts and Sciences Jan 1, 2010 – July 2012 (Executive/Management position)

Associate Professor University of Hawai`i at Hilo, Department of Biological Sciences 2009 - continuing

Supervisor and Principal Investigator, Hilo Core Genetics Facility, University of Hawai`i at Hilo, 2006 - 2009

Director, Molecular Genetics of Human Disease Lab, University of Hawai`i at Hilo 2005-2009

Assistant Professor, University of Hawai`i at Hilo Natural Sciences Division, Department of Biological Sciences. 2004 - 2009

Temporary Assistant Professor University of Hawai`i at Hilo Natural Sciences Division, Department of Biological Sciences. Jan. 2002 – 2004

Post-Doctoral Research Associate University of Hawai`i at Hilo 1999-2002

Post-Doctoral Research Assistant Simon Fraser University Vancouver BC 1998-1999

Replacement Lecturer, Biology Department Columbia College Vancouver BC 1999

Service

➢ 2017/2018 DPC ➢ 2016/2017 DPC Chair ➢ 2016 Hiring Committee for University Registrar ➢ 2014/15 TPRC ➢ 2012 Participant in Chancellor Cox’s (UH Kauai Community College) Sustainable Performance Measures Task Force (by invitation) ➢ 2012, 2013 Established first UHH Zero Waste Cafeteria initiative ➢ 2012-2014 UHH’s First Sustainability Coordinator ➢ 2012 Spearheaded establishment of State-wide University Sustainability Council (including all UH campuses, HPU, Chaminade, BYUH, and UP-Hawaiì) ➢ 2013 Conducted beta-test for “Smart Sockets” electricity use monitors (institutionalized in 2015) ➢ 2013. Prepared and presented first draft BoR Policy revision to include specific sustainability language and obligations (accepted with little revision) ➢ Chair of two hiring committees for Kipuka 2012/13 ➢ Elected UHH Congress vice-chair 2008/09 ➢ Elected Natural Science representative on UHH Congress 2007 - 2009 ➢ DLNR-DAR Anchialine Pond Conservation Advisory Committee (2007 - 2010) ➢ Keaholoa (undergraduate research experience for Hawaiian students)mentor 2004-2009 ➢ Mentor and chaperone for American Samoa Community College/ Hawaiì Community College Service Learning student exchange (May 2005) ➢ USGS-BRD invited to complete peer review of scientific report (July 2005) ➢ Mauna Kea Astronomy Education Center Biology consultant (2004-2005) ➢ Big Island Science Conference organizer (Aug 13-15 2003) ➢ President 2003-2006 Sigma Xi • TCBES Masters program proposal committee ➢ Society for Conservation Biology meeting symposium organizer and talk scheduler 2003 ➢ President-elect 2002-03 Sigma Xi ➢ REU (Research Experience for Undergraduates) Mentor 2002-present ➢ Board of Directors Panaèwa Rain Forest Zoo 2000/2001 ➢ UMEB (research experience for Undergraduate Micronesians in Environmental Biology) mentor (2001-2003) ➢ Hawaiì County Science Fair Judge 2000 - 2008 ➢ Chief Judge for Hawai'i County Science Fair (junior division) 2001-2006 ➢ Hawaiì County Science Fair Steering Committee 2002- 2006

Other Service: Administrative Responsibilities 2010 - 2012 45

• Chair UHH Sustainability Committee • Distinguished Service Award to improve Student Life Committee Chair • Pulama `ike Award Committee Chair • Established UH System Sustainability Council and host of Video-Conference meetings • UH System Articulation Council • Enrollment Management Implementation Team • General Education Implementation Team • Consolidation of all UHH Colleges academic course schedules and integration of all class room schedules • “Pre-built” Freshmen Schedules Planning and Implementation Team • Chancellor’s Executive Committee • Curriculum Central Implementation Co-Lead • R-25 Room Inventory and Scheduling Software Implementation Lead • Instructional Skills Workshop Program establishment lead • Harassment Policy Workshop for Department Chairs development team • Collaboration with University of New Caledonia delegation • CAS Faculty and Staff Pa`ina organizer • New Faculty Tenure and Promotion Workshop Co-lead • Faculty, APT, and Staff Facilitated Feedback sessions Co-Facilitator • Math Lab Coordinator Supervisor • CAS Faculty Forum Organizer • Lead in establishing RN to BSN articulation agreement between UHH and KCC • Lead in establishing shared Sustainability Management Studies degree with UHM • University Sustainability Committee Chair • CAS Strategic Planning Committee Chair • AAC&U conference Session Co-Chair (c-wrte proposal and planned session but had to defer to other Co-Chairs due to budget cuts) • Taniguchi Excellence and Innovation Award Committee Chair

Professional Experience

Teaching

Teaching Assistant: 1991-1998 : Human Ecology, Comparative Morphology & Evolution of Vascular Plants, Evolution, Advanced Genetics, Introduction to Biology (for non-biologists), Introduction to Biology, Cell Biology and Biochemistry

Mentoring Program Involvement: Let’s Talk Science 1995-98 Connaught Biotechnology Mentor 1998-99 Undergraduate Minority Experience in Biology 2001-2004 Research Experience for Undergraduates 2002 – 2007 UPWARD Bound 2000 – 2003

Keaholoa Mentoring Hawaiian student researchers 2003- 2009

Post-Doctoral Training:

Dr. Marla Fisher 2006-2009 ecological genomics

Graduate Students (for whom I served as major advisor)

Candace Martin 2004 - Population genetics of Picture-winged Drosophila. (withdrawn due to family) Atlantis Russ 2004 – 2007 Population genetics of Anchialine Pond shrimp. 2006/07 Special Needs Teacher Lanikula 2007 Biology and Special Education Teacher Hilo High School Laura Crane 2005 – Population genetics of Hawaiian stream and coral reef fish. (Withdrawn) Whitney Nekoba 2008- 2012 Genetic Susceptibility for Type 2 Diabetes 2010-2011 Hilo High math teacher 2010- present Waiakea High Math Science teacher Jessica Manton 2009 – Population genetics O`opu 2010 – transferred to different advisor and topic

Additional Graduate Committees

Anne Viellet 2004 – 2008 Heterozygosity in Nene Abelardo Rojas 2005 – Sturgeon population genetics and diversity maintenance in aquaculture Raymond McGuire 2005 – 2008 Population density and invasion dynamics of Coqui frog in Hawai`i Miya Warrington 2005-2008 Determining population density estimates of E. coqui using sound pressure measurements Nancy Chaney 2006-2010 Population structure in near-shore micro-mulliscans

Student Training:

Stephanie Dawrs 2017 Soil microbiome (`ike wai) Kaipo Dye 2012-2013 Sustainability Officer Hannah Reid 2012- Sustainability Officer Jack Freitas 2009 - Diabetes genetic techniques Allan Hall 2008 – present population genetic techniques PCR, sequencing analysis Wade deSmidt 2006- 2007 Computer server and LAN systems administration

Cloydred Lite 2006-present Computer server and LAN systems administration Tanya Tavares 2006-present Keaholoa intern- molecular techniques including PCR, SNP extension Kelly Herbst 2007 - 2008 Directed study- molecular techniques including PCR, SNP Chad Ahia 2007 - 2008 Keaholoa – molecular techniques PCR, SNP Davin Vicente 2007 - 2008 Keaholoa – molecular techniques including PCR, SNP Erin Samura 2006 Keaholoa – molecular techniques in studying susceptibility to Type 2 Diabetes Trisann Bambico 2006 REU Population genetics of Oòpu Angela Gephart 2005 REU - molecular techniques to study Oòpu genetics Nate Olsen 2005 Ameri-Corps – molecular techniques in population genetics Robert Pucket 2005-2006 – Computer server and LAN systems administration Eric Barker 2005-2006 – Computer server and LAN systems administration Theodore Wilson 2004 REAP – Computer system administrator and GIS setup Jeremy Morris 2004 REAP – collecting and various molecular techniques studying population structure of Hawaiian Picture-winged flies Aileen Suzara 2004 REU – DNA extraction, PCR, Sequencing and analysis in D. silvestris Laura Crane 2004 - 2005 – molecular techniques to study Oòpu genetics Elisa Nishimoto 2004 – 2005 – molecular techniques to study Oòpu genetics Candi Martin 2003 (REU student). DNA extraction, PCR, AFLP, DNA sequencing in Black Pearl Oysters Sonny Williams 2003 (UMEB student) DNA extraction, PCR, Sequencing in D. silvestris Cheryl Chow 2003 (REU student) DNA extraction, PCR, sequencing micro-snails Kepueli Tupou 2003- Directed Studies in phylogeography of marine snails including PCR, and sequencing Mark Kapono 2003/4- Keaholoa student studying population structure of Hawaiian Picture-winged flies Meritess Calibuso 2003 MBRS John Vasey 2003 MBRS Sarah Jackson 2002 (REU student), PCR, DNA sequencing and analysis (Picture Wing Drosophila) Achena Finik 2002 (UMEB student from Chuuk), basic molecular tech (micro-molluscs) Jeff Eble 2002 (REU student) DNA extractionPCR, DNA sequencing and analysis (micro-molluscs) Greg Wacasey 2002 (Directed Studies Student) DNA extraction, PCR, DNA sequencing and analysis (Òpae shrimp) Meredith Acley 2002 (collaborative student) DNA extraction, PCR, DNA sequencing and analysis (Òpae shrimp) Robert Churney 2001/02 (UMEB student from Pohnpei) PCR, sequencing, alignment and analysis (Koa Bugs) Loney Salis 2001 DNA extraction, PCR, AFLP (Picture Wing Drosophila) Lisa Canale 2001- DNA extraction, PCR, AFLP (Picture Wing Drosophila)

Suzanne 2001 DNA extraction, PCR, Sequencing (Nene) Rachael Trimble 2001 DNA extraction, PCR, AFLP (Nene, Picture Wing Drosophila) Daniel Foote 2001 DNA extraction, PCR, AFLP (Picture Wing Drosophila) Anne Veillet 2001 DNA extraction, PCR, AFLP (Nene) Hilary Lang 2000- 2001 - Molecular techniques including PCR, and AFLP (Picture Wing Drosophila) Dena Cutler 2000- 2001 - Molecular techniques including, PCR, DNA sequencing, ancient DNA retrieval (student worker and technician) (Picture Wing Drosophila) Kate Baugh 1997- DNA extraction and PCR, (Orangutan)

Classroom teaching (* newly developed class or highly (>75%) modified class)

University of Hawai`i at Hilo 2010 -

• Evolution (BIOL 357) • Cell and Molecular Biology for non-majors (BIOL 125) • Sustaining Human Societies and the Natural Environment:Study Abroad New Zealand: CCECS/Biology BIOL 457 A & BIOL 457B* (6 credit total) • (approved but not yet held) Small Scale Sustainable Tea Farming Theory : CCECS/Ag* • (approved but not yet held) Small Scale Sustainable Tea Farming Methods: CCECS/Ag* • Introduction to Cell and Molecular Biology (BIOL 125) • Introduction to Biology (BIOL 175) changed to BIOL 171 • Introduction to Biology lab (BIOL 175L)

University of Hawai`i at Hilo 2004 – 2009 • Evolutionary Analysis (BIOL 357) • Introduction to Cell and Molecular Biology (BIOL 125) • Conservation Genetics (graduate) (CBES 675) * new • Conservation Theory (core graduate) (CBES 600) * new • Conservation Methods (core graduate) (CBES 601) * new • Conservation Research Design (core graduate)(CBES 605) * new • Advanced Theory in Ecology and Evolution (BIOL 481) * • Advanced Lab and Field Methods in Ecology and Evolution (BIOL 481L) * • Genetics (BIOL 466) * • Ecological Genetics (BIOL494/CBES 694) * new

• University of Hawai`i at Hilo 2002 – 2004 Temporary Assistant Professor (not tenure- track) • Evolutionary Analysis (BIOL 357) • Laboratory Techniques in Evolutionary Genetics (BIOL 357L) *

• Advanced Theory in Ecology and Evolution (BIOL 481) * • Advanced Laboratory and Field Methods in Ecology and Evolution (BIOL 481L)* • Biochemistry (BIOL 410) • Introduction to Biology (for non-majors) (BIOL 101) • Introduction to Cell and Molecular Biology (BIOL 125)

• University of Hawai'i at Hilo, 2000 – 2001 Lecturer • Introductory Zoology (BIOL 150) • Zoology Lab (BIOL 150L)

• Columbia College, Vancouver B.C 1999 : Lecturer • Grade 12 Biology • BIOLOGY 101 (introduction to...)

Experience as a Farmer

• Owned and operated a mixed green salad mix farm for four years as we converted it to a tea farm (2003-2008) • co-owner of Big Island Tea (www.bigislandtea.com), one of the first, and among the largest tea farms in the state of Hawai`i. (2001- present) • In 2011, Big Island Tea produced Black and Green teas that achieved the highest retail price for Hawai`i grown tea. Harrod’s of London sold Big Island Tea for 6,500 British Pounds/Kg (~$5,000 USD/pound, a record high for them). • I have worked as a laborer on Dairy, Harness Race Horse, and Chicken farms (1973-1981)

Photography: Juried Shows

2006: Firehouse Gallery Waimea selected work “Tea Seeds” 2009: Faces of Hawai`i vol 4 “Everybody say alooooooha” 2012: Waiakea Park Gallery “Ruby Rubbahs”

Grant Proposals

2016 and 2017 I submitted unsuccessful intramural seed grant proposals

2015: USDA: Identifying Evidence-Based Sustainable Management Practices for Tea Agro-ecosystems and Associated Biodiversity in Hawai’i (Co-PI). This is a collaborative proposal with Dr. S. Ahmed of Montana State University to study the gene

expression and phytochemical effects of climate change and agro-ecological VS industrial cultivation techniques. $500,000/3 years (declined)

2015: Kamehameha Schools: Integration of Energy Generation Storage within an ancient Hawaiian Agricultural System: (PI) this proposal is to explore the Maluaka site being rennovated by KS to integrate energy storage/generation within existing water catchment infrastructure ($264,000/2 years) (proposal Tabled)

2013: USDA: Enabling the growth and sustainability of the Hawai`i Tea Industry. I helped the PI to conceive of, and write the proposal but was listed as a contractor rather than PI. This project’s goal was to increase the number of tea farmers in Hawai`i through availability of free seedlings and education. I (Big Island Tea) produced all 40,000 seedlings and coordinated the distribution among 20 new farmers. $50,000/2 years Funded

2011: PIRE: Improving sustainability through genomic and phytochemical assessment. (PI) Preliminary Proposal (NSF) This is proposal for an international research and mentoring program to study environmental effects on gene expression and phytochemistry that affects taste and health benefits of tea in Hawai`i. $4,000,000/5 years (declined)

2008: Testing the Barcoding Method on Hawai`i Island (Evolution Island) (Moore Foundation) (Co-PI: Resigned from grant 2009) $1,179,415 FUNDED

2008: Undergraduate Research Mentorship (NSF) PI: URM Preliminary Proposal: Hilo, the key to successful matriculation of under represented minorities to Graduate Studies in Biology. $1,000,000 Invited for second round submission

2008 NSF: Undergraduate Research Mentorship (PI): URM Proposal: Hilo, the key to successful matriculation of under represented minorities to Graduate Studies in Biology. $950,000 (DECLINED) 2008 NSF/Center for Reseatch Excellence in Science and Technology (Sub-Project Co-PI: Resigned from grant 2009) CREST Center in Tropical Ecology and Evolution in Marine and Terrestrial Environments. $4,999,988 FUNDED

2007 REAP: (Senior Personnel and Post-Doc supervisor) An evolutionary perspective on gene expression: A collaboration between EPSCoR post-doctoral researchers. $22,000 FUNDED

2006 RIMI supported SEED grant (PI) Linkage genotyping, SNP detection, and Real- Time PCR characterization of gene expression associated with Type 2 Diabetes in Hawaiians. $17,000.00 FUNDED

2006 NSF-MRI: (PI) Acquisition of Networked Wireless Climate Monitoring Array. $410,092: Declined

2006-2009 EPSCoR/NSF (Key Personnel: Focal Area Co-lead) INVESTING IN MULTIDISCIPLINARY UNIVERSITY ACTIVITIES THROUGH HAWAI`I EPSCOR IMUA II: 2005 RII. $9,000,000.00 FUNDED

2006-2007 REAP (PI) (EPSCoR) Phylogeography and Local Adaptation of Hawaiian Picture-winged Drosophila. $24,885.00 FUNDED

2005 DLNR-DAR (PI) The Biological Connectivity of Anchialine Ponds in the Hawaiian Islands $4,950.00 FUNDED

2005 RIMI seed (PI) Linkage genotyping, SNP detection, and Real-Time PCR characterization of gene expression associated with Type 2 Diabetes in Hawaiians. $25,588.00 FUNDED

2005-2008 (Sub-Contract PI) Sea Grant Improved Stocks and Management Practices for Commercial Tilapia Culture in Hawai`i and the Pacific Region. $60,000.00 FUNDED

2004 – 07 (Sub-contract PI) - USGS-NRPP (Research; with David Foote USGS BRD) Suppression of Alien Yellowjackets in Hawai`i: Phase II - $5000. FUNDED

2004 – 05 REAP (PI) (EPSCoR) Phylogeography and local adaptation of Drosophila silvestris. $18,000.00 FUNDED

2004-2008 (Co-PI/Key personnel) RIMI (NIH) Enhancement of Research Infrastructure at UH Hilo. Long term study of Susceptability to Type 2 Diabetes in the Hawaiian Population. $4,300,000.00 FUNDED

2004-2005 REAP (PI) (EPSCoR) Wireless climate monitoring network infrastructure establishment. $12,900.00 FUNDED

2003 - 04 REAP Seed grant (PI) (EPSCoR) Phylogenetics of Drosophila silvestris and D. heteroneura. $24,900.00 FUNDED

• 2003-2006 EPSCoR (NSF) Major contributor to proposal (funded 2003-2006 $9M + $4.5M state match) and implementation

2003 NSF-C-RUI (PI) CRUI - Physiological, Behavioral, and Population Genetic Aspects of Local Adaptation in Hawaiian Picture-winged Drosophila. $997,835: Declined

2002 NSF C-RUI (PI) C-RUI: The molecular, morphological, and behavioral mechanisms affecting divergence and hybridization in Hawaiian Drosophila. $1,105,521: Declined

2002 NSF-RUI (Co-PI) RUI: Phylogeography of nondispersing and moderately dispersing Hawaiian marine snails $461,641: Declined

Special Preparation

➢ Association of Energy Engineers: Five day training for Energy Managers 2012 ➢ UHH Uluakea (reaching for highest potential) Faculty development: cultural and historical training to enable teaching from a Hawaiian perspective 2006-on going ➢ Instructional Skills Workshop: Facilitator Preparation 2011 (Hosted as CAS Assoc Dean and successfully completed (ISW second level after completing first level as graduate student)

Professional Service

➢ 2017, 2018 Reviewer and textbook development workshop participant Cengage ➢ Reviewer for Evolution, Animal Conservation, Zootaxa, American Society of Entomologists, Molecular Ecology, Genomics and Quantitative Genetics (2004 – present) ➢ Invited reviewer for NSF proposal (2005) ➢ Reviewer for Blackwell Press (for an Evolution text) (2005) ➢ Reviewer for USGS-BRD (2006)

Invited Talks

➢ American Association for the Advancement of Science – Pacific Division (June 2008) last minute invitation to substitute Population Genetic Structure of Hawaiian Anchialine PondShrimp Metabeteus lohena

➢ Fraser Valley University College (July 2006) What’s So Biologically Interesting About Hawaiì? ➢ University of Hawaiì at Hilo Keaholoa Series (Oct. 2005) Dirty Fingernails: Service Learning as a means to augment learning (American Samoa example) ➢ University of Hawaiì at Hilo (March 2005) Phylogenetic analysis. ➢ University of Hawaiì at Hilo (Feb 2003) Ahupuaà Genetics ➢ University of Hawaiì at Hilo (October 2001) Population genetic studies in Hawaiian fauna. ➢ University of Hawaiì at Hilo (February 2000) Population Structure of the orangutan ➢ Kitsilano High School Grade 10 Biology Guest Lecture May 1998,Contemporary Applications of DNA Technology

➢ Department of Archaeology, Simon Fraser University: ARCH 344 Guest Lecture, February, 1998. The Descendants of our Ancestors: Conservation Genetics of the Orangutan. ➢ Cawker Elementary School, Port Perry Ontario, May 1997. The Orangutan and the Rainforest of Borneo. ➢ Simon Fraser University, Let's Talk Science: Opening the Doors. The orangutan. April 1997 ➢ Hamilton Hall Philosopher's Series, October 1996. Field Work in Borneo; Non-invasive collection of samples from the orangutan. ➢ Punahou School, Honolulu Hawaii, May 1996. Primate Evolution. ➢ Department of Zoology Seminar Series, University of Hawaii at Manoa, February, 1995. Genetic Variation and the Orangutan. ➢ American Association for the Advancement of Science National Conference, Atlanta Georgia, February 1995. Genetic Variability in Orangutans. ➢ West Vancouver Secondary School, West Vancouver B.C., October 1995, Orangutan Ecology. ➢ Vancouver Science World Vancouver. Mentors in Science November 1995 ➢ Port Perry High School, Port Perry Ont., December 1995, The Orangutan of Borneo.

Laboratory Experience

Special DNA source experience includes extracting DNA from hair follicles, feces, fin clips, feather shafts, exhumed human skeleton (after 19 years in ground), 40 year old museum fly leg, cheek swabs, blood drop,

Genetics of Human Type II Diabetes susceptibility in Hawai`i lab start up 2005 - 2012

Population, conservation genetics and local adaptation lab start up 2002 - present

Post-Doctoral Research Associate for Dr. Donald Price. September 1999 - 2001. Establish reliable molecular biology lab and study population structure of Hawaiian Drosophila and a variety of Hawaiian fauna. University of Hawai'i at Hilo, Natural Sciences

Post-Doctoral Fellow for Dr.A. Beckenbach IMBB SFU August 1998-January 31, 1999. Orangutan population genetics, paleo-dispersal modeling, and training student workers.

Research Assistant and Graduate Student for Dr. Andy Beckenbach Orangutan population genetics. Institute of Molecular Biology and Biochemistry SFU April 1992-July 1998.

Technician and Student Researcher for Dr. Allison Kermonde Tobacco Genetics lab Simon Fraser (in collaboration with Dr. FJF Fisher) June 1991-December 1991.

Volunteer research assistant for Dr. Louis Druehl Phycology phylogenetics Simon Fraser University. September 1990-December 1991.

Laboratory technician St. Paul's Hospital Pulmonary Research Lab. Vancouver BC. May 1989-December 1990

Delivered Papers

37) Halpenny, Eliah, and Cam Muir 2017 Hawai`I: A new frontier for tea farmers

36) Halpenny, Eliah, and Cam Muir 2017 Special Workshop Tasting Ultra-premium Hawai`I Grown Tea. World Tea Expo, Las Vegas NV

35) Halpenny, Eliah, and Cam Muir 2016 Ecological and Economic benefits of ecologically grown ultra-premium tea. New York Coffee and Tea Festival NYNY March 2016

34) Halpenny, Eliah., Muir, C., 2014: Agro-ecology of Ultra-premium Hawai`i Grown Tea. World Tea Expo (demonstration and cupping sessions), Long Beach CA, June 2015

33) Muir, Cam., Abby Cutriss, Anthony D. Wright, Eliah Halpenny., 2012 Improving Agricultural Sustainability Using Genomic and Phytochemical Analysis: Informed Agro-ecology. International Conference on Social, Cultural, Economic, and Environmental Sustainability. Vancouver, BC, Canada January 2012

32) Kapan, D., Fisher, M., Chan, Y., Muir, C., Gene Expression Differences in Hawaiian Drosophila, Society for the Study of Evolution Madison Wisconsin June 2008

31) Muir, Cam, Phylogeography of Hawaiian Fauna. Genetics of Speciation (GSA) Vancouver, Canada, July 2006

30) Muir, Cam, Ecological and Evolutionary Genetics Research. Vitousek Forest Ecology Meeting. Kilauea Military Camp, Volcano, HI June 2006

29) S S Erdogan, Ted Shaneyfelt, Andrew Honma and Cam Muir, “Integrated Knowledge Base for Environmental Research”, accepted for publication at IEEE International Conference on Autonomic and Autonomous Systems International Conference on Networking and Services (ICAS'05 and ICNS'05), October 23-28, 2005 Papeete, Tahiti, French Polynesia.

28) S S Erdogan, Ted Shaneyfelt, Wade de Smith, Yani Ivanov, Andrew Honma and Cam Muir, “Knowledge Base Design for Environmental Research”, accepted for publication at the 2005 Richard Tapia Celebration of Diversity in Computing Conferences, October 19-22, 2005, Albuquerque, New Mexico, USA.

27) S S Erdogan, Ted Shaneyfelt and Cam Muir, “Following the Nene: Endangered Hawaiian Bird”, accepted at the IASTED International Conference on Signal and Image Processing (SIP 2005), August 15-17, 2005, Honolulu, Hawaii, USA.

26) Muir, Cam, Erdogan, Sevki. GIS and Gene Flow. 2005 Society for Molecular Biology and Evolution. Auckland New Zealand June 2005

25) deMaintenon, M.J., Muir, C.C., & Eble, J*. 2004. Phylogeography of the Hawaiian direct - developing marine gastropod Peristernia chlorostoma (Gastropoda: Neogastropoda). Society of Integrative and Comparative Biology 2004 Annual Meeting Final Program and Abstracts: p. 131.

24) Eble, J., Muir, C., deMaintenon, M., Population structure of the marine gastropod Peristernia chlorstoma inferred from COI sequence. Society for the Study of Evolution Annual Meeting Chico, CA June, 2003 (Poster)

23) Veillet, A., Muir, C., Trimble, R., Price, D., Comparison of genetic diversity between Canada Goose and Nene using AFLP markers. Society for the Study of Evolution Annual Meeting Chico, CA June, 2003 (Poster)

22) Muir, C., Conservation implications of hybridization for the genetic integrity of Hawaiian Drosophila. Big Island Science Conference, Hilo, HI 2003

21) Muir, C., Foote, D., Flesher, B., Cutler, D., Price, D., Back to Ki: population structure of two sister species of Drosophila. Society for the Study of Evolution annual meeting June 2002, Champagne IL

20) Trimble, R., Veillet, A., Flesher, B., Muir, C., Price, D., Inbreeding and inbreeding depression in the Nene. Society for the Study of Evolution annual meeting June 2002 Champaign IL

19) Trimble, R., Veillet, A., Flesher, B., Muir, C., Price, D., (2002 Poster) Estimates of the Relatedness of the Nene. American Association for the Advancement of Science; Pacific Division.

18) A. Reza, M. Dohm, S. Moore, S. Renn, C. Muir, D. Price, & W. Mautz Thermal tolerance and the evolution of Hawaiian Picture-Winged Drosophila. Society for the Study of Evolution Annual Meeting June 2002 Champagne Illinois.

17) S. Renn, C. Muir Circadian Rhythms in Hawaiian Picture Wing Drosophial Annual Drosophila Meetings San Diego 2002

16) Muir, C. Cam, Allan Arndt, Units of Conservation Co-organizers for mini-symposium Society for Conservation Biology Annual Meeting Hilo, HI 2001

15) Foote, David, Cedric C. Muir, J. Kiyoko McMurry, William Haines, Karin Schlappa. Sustainability of Hawaiian Drosophila in Managed Landscapes of Hawai`i Volcanoes National Park. Society for Conservation Biology Annual Meeting Hilo, HI July 2001

14) PRICE, DONALD, Cam Muir, Sheryl Moore, Dena Flesher, Dena Cutler and Lisa Canale, HYBRIDIZATION AND THE PHENOTYPIC AND GENETIC INTEGRITY OF TWO HAWAIIAN DROSOPHILA SPECIES. Society for Conservation Biology Annual Meeting Hilo, HI July 2001

13) MUIR, CAM, Don Price, David Foote, Dena Cutler, Berdena Flesher., Estimated Change in population size, gene flow and hybridization of two rare Hawaiian Drosophila precies. Society for Conservation Biology Annual Meeting Hilo, HI July 2001

12) Muir, C., Foote, D., Flesher, B., Cutler, D., Price, D., Back to Ki: Declining populations and gene flow in two species of Hawaiian Picture Wing Drosophila. Society for the Study of Evolution Annual Meeting June 2001. Knoxville TN

11) Muir, C.C., Foote, D., Flesher, D., Cutler, D., Price, D., 2001, Back to Ki: Population Structure of two sister species of Drosophila. USGS sponsored Workshop on Conservation Biology of Hawaiian Drosophila. Hilo, HI, February 21, 2001,

10) Muir, C.C., Foote, D., Flesher, B., Price, D., Two species, two kipukas, two times: A molecular study 75 generations after Fontdevila and Carson’s mark-recapture analysis of a Hawaiian Drosophila population. Society for the Study of Evolution Annaul Meeting, Bloomington IN, June 2000

9) Muir, C.C., Population genetics and paleodispersal of the orangutan. Society for the Study of Evolution Annaul Meeting, Bloomington IN, June 2000

8) Muir, C.C., Great Apes of the World 3rd Internaltional Conference Kuching Malaysia. July 1998. Hominoid Genome Evolution: Opportunities to learn more about evolution from the Human Genome Project.

7) Muir, C.C., Great Apes of the World 3rd International Conference Kuching, Malaysia. July 1998. Descendants of our Ancestors: Molecular and DEM data are used to predict paleomigrations.

6) Muir C.C., Society for the Study of Evolution Annual Meeting Boulder CO. June 1997 Implied population structure for the Bornean orangutan.

5) Muir, C.C. Canadian Institute for Advanced Research 1996 Student Meeting, Dalhousie University, Halifax, Nova Scotia. July, 1996. Conservation Genetics of the Orangutan.

4) Muir, C.C. Society for the Study of Evolution annual meeting Athens Georgia, June 1995. Genetic variability in the orangutan

3) Muir, C.C., Galdikas, B.F.K., Stoneking, M., Beckenbach, A.T. Society for the Study of Evolution Annual Meeting, Snowbird Utah, June, 1994. Conservation Genetics and the Orangutan.

2) Muir, C.C., Galdikas, B.F.K., Stoneking, M., Beckenbach, A.T. International Conference on Orangutans: The Neglected Ape. California State University: Fullerton. March, 1994. Population Genetics and Conservation of the Orangutan.

1) Kermode, A.R., Muir, C.C., Still, M.J., The Expression of Vicilin Deletion Mutant and Chimeric Genes in the Leaves and Seed of Transgenic Tobacco. Third Canadian Plant Tissue Culture and Genetic Engineering Meeting (IAPTC). University of Guelph, Guelph Ontario, June, 1992.

Published Papers (peer reviewed) (* = student)

15) Russ, Atlantis*, Muir, C.C., (2010) Genetic population structure of an anchialine shrimp, Metabetaeus lohena (Crustacea: Alpheidae), in the Hawaiian Islands. International Journal of Tropical Biology and Conservation, March 2010, Vol. 58 (1): 159-170 This work is a publication of an exerpt from a Masters Thesis for which I was the senior advisor. I supervised the entire project, aided in all problem solving, data analysis and interpretation, and manuscript preparation

14) Muir, C.C., Price, D., (2008) Population structure and genetic diversity in two declining populations of Hawaiian Picture Wing Flies. Molecular Phylogenetics and Evolution Volume 47, Issue 3, June 2008, Pages 1173-1180 (Impact factor: 3.582) I did all of the collection, lab work, data analysis and interpretation, and the majority of the manuscript preparation.

13) D.K. Price and C. Muir, (2008) Conservation implications of hybridization in Hawaiian Picture-winged Drosophila species. Molecular Phylogenetics and Evolution 47 (2008) 1217– 1226 (Impact factor: 3.582) This is a theoretical work for which I did ~40% of the manuscript preparation.

12) Craft, Jonathan D., Atlantis D. Russ, Mike N. Yamamoto, Thomas Y. Iwai Jr., Skippy Hau, John Kahiapo, Charlie T. Chong, Sharon Ziegler-Chong, Cam Muir, Yoshihisa Fujita, Dan A. Polhemus, Robert A. Kinzie III, and Scott R. Santos. 2008. Islands under islands: The phylogeography and evolution of Halocaridina rubra Holthuis, 1963 (Crustacean: Decapoda: Atyidae) in the Hawaiian archipelago. 2008 Limnol. Oceanogr. 53: 675-689. (Impact Factor, it is 3.28 and ranked #1 (of 17) and #2 (of 48) in journals related to the fields of limnology and oceanography) I enabled the collections for this work, and played a major role in interpreting and arriving at the final conclusion of this manuscript.

11) S S Erdogan, Ted Shaneyfelt, Andrew Honma* and Cam Muir, “Integrated Knowledge Base for Environmental Research”, full paper accepted for publication in Proceedings of IEEE International Conference on Autonomic and Autonomous Systems International Conference on Networking and Services (ICAS'05 and ICNS'05), October 23-28, 2005 Papeete, Tahiti, French Polynesia. I conceived of this project, the experimental approach, and enabled the construction of prototypes. I also played a major role in the manuscript preparation.

10) Erdogan, S.S., Ted Shaneyfelt, and Cam Muir, (2005) Following the Nene: Endangered Hawaiian bird. IASTED International Conference on Circuit, Signals, and Systems. Full Paper Proceedings October 2005 Marina Del Ray, CA (CD-ROM)

9) S S Erdogan, Ted Shaneyfelt, Wade de Smith*, Yani Ivanov*, Andrew Honma* and Cam Muir, “Knowledge Base Design for Environmental Research”, Proceedings of 2005 Richard Tapia Celebration of Diversity in Computing Conferences, October 19-22, 2005, Albuquerque, New Mexico, USA. I conceived of this project, the experimental approach, and enabled the construction of prototypes. I also played a major role in the manuscript preparation.

8) deMaintenon, M.J., Muir, C.C., & Eble, J*. 2004. Phylogeography of the Hawaiian direct - developing marine gastropod Peristernia chlorostoma (Gastropoda: Neogastropoda). Society of Integrative and Comparative Biology 2004 Annual Meeting Final Program and Abstracts: p. 131. I did all the initial lab work, supervised the student training and student work, data analysis and interpretation and edited the abstract.

7) Price, D.K., C. Muir, S. Moore, B. Flesher, D. Cutler* and L.Canale*. 2001. Hybridization and the phenotypic and genetic integrity of two Hawaiian Drosophila Species. Society for Conservation Biology Abstract. I did most of this work and trained the students who were also involved with the lab work. I did all the analysis and wrote the abstract.

6) Muir, C., D. Price, D. Foote, D. Cutler*, and B. Flesher. 2001. Estimated change in population size, gene flow, and hybridization of two rare Hawaiian Drosophila species. Society for Conservation Biology Abstract.

5) Dohm, M., Moore, S., Muir, C., Reza, A.*, Price, D., Mautz W., (Abstract) (2001) A comparison of cold tolerance of Hawaiian Drosophila populations. American Zoologist 41(6) 1429-1430.

4) Muir, C. Cam, Galdikas, Birute.M.F., Beckenbach, Andrew.T (2000)., mtDNA sequence diversity of orangutans from the islands of Borneo and Sumatra. J. Molecular Evolution 51:471-480. (impact factor 3.591: actually cited by at least 18 published papers)

3) Muir, C. Cam*, Watkins, Russel F.*, Ha, The T*(1998)., Map simulations, based on bathometric, and glacial induced sea level change data, are used to test a putative paleomigratory hypothesis inferred from orangutan population genetics data. assemblage 1998 4th Ed. http://www.shef.ac.uk/~assem/4

2) Muir, C.Cam*, Galdikas, Birute M.F., Beckenbach, Andrew T., (1998) Is there sufficient evidence to elevate the orangutan of Borneo and Sumatra to separate species? J Molecular Evolution 46:378-81. (impact factor 3.591 actually cited by > 18 published papers)

1) Muir, C.C.*, Galdikas, B.F.K., Beckenbach, A.T. (1994) Conservation Genetics and the Orangutan. Proceedings from the Conference on Orangutans 1994.

Book Chapters (peer reviewed)

4) Eliah Halpenny and Cam Muir 2013 Tea Time in Hawai`i (in The Spirit of Tea)

3) Muir, C. Cam*, Galdikas, B., Beckenbach, A.T. Descendants of Our Ancestors:Molecular and DEM data are used to predict paleodispersals. in Apes of the World. Volume II Gibbons and Orangutans (Galdikas, Briggs, Sheeran, Shapiro, and Goodall ed.s) Kleur New York (in press) Invited Chapter

2) Muir, C. Cam*, Ha, The T*., Watkins, Russel F*.,Vankoeveringe, Michael*, (2001) Applying bathometric data to population genetics of the orangutan through 3-D map simulations in Geoenvironmental mapping: Methods and Applications. (Bobrowski, P.T. ed.) ISBN: 90 5410487 2 Invited Chapter

1) Muir, C.C.*, Galdikas, B.F.K., Beckenbach, A.T.(1996) Genetic Variability in Orangutans. in The Neglected Ape 1996, (Nadler, Galdikas, Sheeran, Rosen ed.s) Plenum Press New York 267-272. ISBN: 0-306-45213-8 Invited Chapter

Stan T. Nakanishi, PhD

Assistant Professor Department of Biology University of Hawai’i at Hilo 200 W. Kāwili Street Hilo, HI 96720, USA

[email protected]

Updated: February 2018

Education and Employment Assistant Professor University of Hawai’i at Hilo, USA 2015-current Adjunct Faculty University of Calgary, Canada 2015-current Research Assistant Professor University of Calgary, Canada 2012-2014 Postdoctoral Fellow University of Calgary, Canada 2006-2012 Postdoctoral Fellow Universität Basel, Switzerland 2005-2006 PhD Neuroscience Emory University, USA 1999-2005 BA Psychology Ithaca College, USA 1995-1999

Primary Skills Teaching; academic lectures and lab techniques In vivo and in vitro electrophysiology, optogenetics, pharmacology, neuromodulation Research utilizing diverse animal models: mice, rats, cats, dogs, locusts, leeches, lobsters Models of traumatic brain injury and peripheral nerve injury, epilepsy Leading a lab research team, building and developing collaborations Survey of native Hawaiian plants for anti-bacterial efficacy

Courses Taught at UH Hilo Course title Course ID Credits Times taught Introductory Biology II BIOL 172/176 3 7 Introductory Biology II Lab BIOL 176L 1 1 Intermediate Cell and Molecular Biology BIOL 270 3 2 Cellular Neurobiology BIOL 340 3 3 Genetics BIOL 466 3 2 Biology Seminar BIOL 495 A/B 1 3 Senior seminar, writing intensive course BIOL 497 3 1 Directed studies: Native Hawaiian medicines BIOL 499 3 1 Directed studies: Neurodegenerative diseases BIOL 499 3 1 Directed studies: International Health Training BIOL 499 3 1

Research: Peer-Reviewed Publications

15. Meehan CF, Nakanishi ST, Manuel MM, Mayr K, and Whelan PJ (2017). An integrated toolbox for investigating spinal motor control in adult mice in vivo. Nature Protocols. 2017 Apr; 12(4): 732-747.

14. Kim DY, Zhang FX, Nakanishi ST, Mettler T, Cho IH, Ahn Y, Hiess F, Chen L, Sullivan PG, Chen SRW, Zamponi GW, Rho JM (2017). Carisbamate blockade of T-type voltage-gated calcium channels. Epilepsia. Epub Feb 23 2017.

13. Lim EMF, Nakanishi ST, Hoghooghi V, Eaton SEA, Whelan PJ, Zochodne DM, Biernaske J, and Ousman SS (2017). AlphaB-crystallin regulates remyelination after peripheral nerve injury. PNAS. Early edition; Dec 2016.

12. Arain MB, Khan M, Craig, LA, and Nakanishi ST (2015). Cannabinoid agonist rescues learning and memory after a traumatic brain injury. Top 20 most downloaded articles for 2015 in Annals of Clinical and Translational Neurology. Epub Feb 2015; Mar; 2(3): 289-294.

11. Scullion K, Boychuk J, Yamakawa G, Rodych J, Nakanishi ST, Seto A, Smith V, McCarthy R, Whelan PJ, Antle M, Pittman Q, and Teskey GC (2013). Serotonin 1a receptors alter expression of movement representations. J Neuroscience. March: 33(11): 4988-4999.

10. Nakanishi ST, Whelan PJ (2012). A decerebrate in vivo mouse model for examining the sensorimotor control of locomotion. J Neurophysiology. Jan: 500-515. Epub Oct 2011.

9. Prather JF, Nardelli P, Nakanishi ST, Ross KT, Nichols TR, Pinter MJ, Cope TC. (2011). Recovery of proprioceptive feedback from nerve crush. J Physiology. Oct: 4935-47.

8. Nakanishi ST, Whelan PJ. (2010). Diversification of intrinsic motoneuron electrical properties during normal development and botulinum toxin-induced muscle paralysis in early postnatal mice. J Neurophysiology. May: 103(5):2833-45.

7. Enjin A, Rabe N, Nakanishi ST, Vallstedt A, Gezelius H, Memic F, Lind M, Hjalt T, Tourtellotte WG, Bruder C, Eichele G, Whelan PJ, Kullander K. (2010). Identification of novel spinal cholinergic genetic subtypes disclose Chodl and Pitx2 as markers for fast motoneurons and partition cells. J Comparative Neurology. Jun 15; 518(12):2284-304.

6. Mandadi S, Nakanishi ST, Takashima Y, Dhaka A, Patapoutian A, McKemy DD, Whelan PJ.

(2009). Locomotor networks are targets of modulation by sensory transient receptor potential vanilloid 1 and transient receptor potential melastatin 8 channels. Neuroscience. 162(4): 1377-97.

5. Han PC, Nakanishi ST, Tran MA, Whelan PJ. (2007). Dopaminergic modulation of spinal neuronal excitability. J Neuroscience. 27(48): 13192-204.

4. Bichler E, Nakanishi ST (co-first authors), Pinter MJ, and Cope TC. (2007). Enhanced transmission at a spinal synapse triggered in vivo by an injury signal independent of altered synaptic activity. J Neuroscience. 27(47): 12851-9.

3. Nakanishi ST, Cope TC, Rich MM, Carrasco DI and Pinter MJ. (2005). Regulation of motoneuron excitability via motor endplate acetylcholine receptor activation. J Neuroscience. 25(9): 2226-2232.

2. Wang X, Li Y, Engisch KL, Nakanishi ST, Dodson SE, Miller GW, Cope TC, Pinter MJ and Rich MM. (2005). Activity-dependent presynaptic regulation of quantal size at the mammalian neuromuscular junction in vivo. J Neuroscience. 25(2): 343-351.

1. Peck JH, Nakanishi ST, Yaple R, Harris-Warrick RM. (2001). Amine modulation of the transient potassium current in identified cells of the lobster stomatogastric ganglion. J Neurophysiology. 86: 2957-2965.

Research: Published Abstracts Arain MB, Craig LA, Nakanishi ST. (2014). TBI-induced memory deficits are fully rescued by cannabinoid receptor agonist administration. Soc Neurosci abstract.

Ibhazehiebo K, Gavrilovici C, Nakanishi ST, Rho JM, Kurrasch DM. (2014). A novel drug- screening platform uncovers vorinostat as a potential anti-epileptic drug. Soc Neurosci abstract.

Lim EMF, Nakanishi ST, Whelan PJ, Zochodne D, Ousman SS. (2014). AlphaB-crystalilin mediates peripheral nerve regeneration. Soc Neurosci abstract.

Sharples SA, Humphreys J, Dhoopar SA, Delaloye N, Krajacic A, Nakanishi ST, Whelan PJ. (2013). Dopaminergic contribution to locomotion in the neonatal and adult mouse. Soc Neurosci abstract.

Nakanishi ST, Koblinger K, Fuzesi T, Bains JS and Whelan PJ. (2012). Intrinsic properties and

optogenetic channelrhodopsin2 (ChR2) activation of A11 neurons in adult mouse brain slices. Soc Neurosci abstract.

Lim E-M F, Nakanishi ST, Kumar R, Whelan PJ, Biernaskie J, and Ousman SS. (2012). AlphaB-crystallin knockout mice display decreased functional recovery following sciatic nerve injury. Soc Neurosci abstract.

Koblinger K, Krajacic A, Nakanishi ST, and Whelan PJ. (2012). Characterization of A11 neurons projecting to the spinal cord of adult mice. Soc Neurosci abstract.

Nakanishi ST, and Whelan PJ. (2011). Sensory and motor recordings from decerebrate adult mice in vivo. Soc Neurosci abstract.

Scullion KA, Rodych JTG, Nakanishi ST, Whelan PJ, and Teskey GC. (2011). Effect of serotonergic lesions on forelimb motor map expression and learning a skilled behavior. Soc Neurosci abstract.

Nakanishi ST, and Whelan PJ. (2009). Serotonergic inhibition of repetitive firing behavior of motoneurons in postnatal mice. Soc Neurosci abstract.

Nakanishi ST, and Whelan PJ. (2008). Effects of muscle paralysis on the diversification of motoneuron electrical properties during postnatal development in mice. Soc Neurosci abstract.

Nakanishi ST, and Whelan PJ. (2007). Monoaminergic modulation of persistent inward currents in neonatal mouse motoneurons. Soc Neurosci abstract.

Nakanishi ST, Pinter MJ and Cope TC. (2005). Activity-sensitive signalling in the post- axotomy modulation of Ia-motoneuron synaptic efficacy in the adult rat in vivo. Soc Neurosci abstract.

Martin RS, Cope TC, Nakanishi ST, and Nichols TR. (2005). Responses of hind limb muscle spindles to horizontal platform, displacement in the cat. Soc Neurosci abstract.

Nakanishi ST, Cope TC, Rich MM, Carrasco DI and Pinter MJ. (2004). Muscle contraction is not necessary for the maintenance of normal motoneuron electrical properties. Soc Neurosci abstract.

Nakanishi ST, Pinter MJ, and Cope TC. (2003). Short-term axotomy increases the excitability of medial gastrocnemius motoneurons in the adult rat in vivo. Soc Neurosci abstract.

Prather JF, Nakanishi ST, Haftel VK, and Cope TC. (2001). Short-term axotomy increases

strength of transmission at Ia-motoneuron synapses in cat. Soc Neurosci abstract.

Research: Book Chapters Mandadi S, Nakanishi ST, Han PC, Humphreys JM and Whelan PJ. Rodent Isolated Spinal Cord Preparations to Examine Motor Output, in Isolated Central Nervous System Circuits. Edited by K Ballanyi. Springer Protocols, 2012.

Research: Presentations Nakanishi ST. Cannabinoid agonist rescues learning and memory after a traumatic brain injury. (Jan 2016). BIOL 499 Senior seminar.

Sehn N, Toselli MC, Villavicencio A, Wilson S, Withecomb S, Whelan PJ and Nakanishi ST. (April 2012). Developmental changes in the density of tyrosine hydroxylase, dopa- decarboxylase and dopamine beta hydroxylase positive axons in the mouse spinal cord. MDSC 402, Calgary, Canada.

Nakanishi ST, and Whelan PJ. (Oct 2011). Locomotor recordings from the adult decerebrate mouse. Axon Biology and Nerve Regeneration Research Group. Kananaskis, Canada.

Nakanishi ST, and Whelan PJ. (Sept 2011). Sensory and motor recordings from the adult decerebrate mouse in vivo. Alberta Motor Control meeting. Jasper, Canada.

Nakanishi ST, Koblinger K, and Whelan PJ. (April 2011). Development of an adult decerebrate mouse model of walking. Central Pattern Generators meeting. Kananaskis, Canada.

Nakanishi ST, and Whelan PJ. (March 2011). Intrathecal dopamine delivery improves walking in the decerebrate adult mouse in vivo. Veterinary Medicine Research Day. Calgary, Canada.

Nakanishi ST, and Whelan PJ. (Sept 2010). Electrophysiological recordings from the adult mouse preparation. Alberta Motor Control meeting. Kananaskis, Canada.

Whelan PJ, Han PC, Mandadi S, Nakanishi ST, and Tran MM. (June 2010). Dopaminergic control of locomotion. Spinal Cord conference. Banff, Canada.

Nakanishi ST, and Whelan PJ. (July 2010). Dopaminergic modulation of locomotion. Motoneuron Meeting 2010. Invited speaker. Universite Paris Descartes. Paris, France.

Weber L, Kentner R, Rogers B, Jimenez J, Whelan PJ and Nakanishi ST. (April 2010).

Developmental changes in the density of tyrosine hydroxylase positive axons in the mouse spinal cord. MDSC 402, Calgary, Canada.

Nakanishi ST, and Whelan PJ. (June 2009). Role of weight-bearing muscle activity in the developmental diversification of intrinsic motoneuron electrical properties. University of Hawaii at Manoa. Honolulu, Hawaii.

Nakanishi ST, and Whelan PJ. (Sept 2008). Role of weight-bearing muscle activity in the developmental diversification of intrinsic motoneuron electrical properties. Uppsala University. Uppsala, Sweden.

Nakanishi ST, and Whelan PJ. (Sept 2008). Role of weight-bearing muscle activity in the developmental diversification of intrinsic motoneuron electrical properties. Karolinska Institute. Stockholm, Sweden.

Nakanishi ST, and Whelan PJ. (June 2008). Dopaminergic modulation of spinal excitability. Mechanisms of Plasticity and Disease in Motoneurons Conference. Department of Physiology and Biophysics. Invited speaker. University of Washington School of Medicine. Seattle, Washington, USA.

Nakanishi ST, and Whelan PJ. (Feb 2008). Role of weight-bearing muscle activity in the developmental diversification of intrinsic motoneuron electrical properties. Hotchkiss Brain Institute seminar series. University of Calgary, AB, Canada.

Mandadi S, Nakanishi ST, and Whelan PJ. (Feb 2008). Modulation of fictive locomotion by TRP channels in the developing spinal cord. Hotchkiss Brain Institute seminar series. University of Calgary, AB, Canada.

Nakanishi ST, and Whelan PJ. (Jan 2008). Developmental diversification of intrinsic motoneuron electrical properties in early postnatal mice. Canadian Physiological Society Winter Meeting. Lake Louise, AB, Canada.

Han P, Nakanishi ST, Tran MA, and Whelan PJ. (Jan 2008). Dopaminergic modulation of spinal excitability. Canadian Physiological Society Winter Meeting. Lake Louise, AB, Canada.

Nakanishi ST, Bichler E, Wang QB, Pinter MJ, Rich MM, and Cope, TC. (Oct 2007). Ia afferent-motoneuron plasticity following peripheral nerve injury. Spinal Cord and Nerve Regeneration Program Retreat, Kananaskis, Canada.

Nakanishi ST, and Whelan PJ. (Sept 2007). Serotonergic modulation of persistent

inward currents in spinal motoneurons during development. Alberta Motor Control meeting, Jasper, Canada.

Nakanishi ST, Bichler E, Pinter MJ, and Cope TC. (August 2004). Active Dendrites in Motor Neurons meeting: Plasticity and disease session. Boulder, Colorado.

Academic Community Service Curriculum review Faculty Congress Curriculum Review Committee Oct 2017-current Committee member Chancellor’s Scholarship Committee March 2017 Faculty host Visiting professor: Dr. Johansen Jan 2017 Committee member Faculty Search Committee (Chemistry) Dec 2016-May 2017 Faculty host Visiting professor: Dr. Lewis Nov 2016 Curriculum review Faculty Congress Curriculum Review Committee Oct 2016-April 2017 Committee member New faculty development committee Sept 2016-current Faculty host New student welcoming event (Hale ‘Olelo) April 2016 Presenter Neuroscience of the Autism Spectrum April 2016 Club adviser Pre-Dental Student Club Feb 2016-current Faculty host Kamehameha HS Shadows Program Feb 2016 Committee member McVickar Study Abroad Scholarship committee Feb 2016-current Club adviser Serteens (Gifted and talented high school students) Feb 2016-current Committee member Faculty Search Committee (Biology) Feb 2016 Committee member Chancellor’s Scholarship Committee Feb 2016 Judge Hawai’i District Science and Engineering Fair Feb 2016 Curriculum review Faculty Congress Curriculum Review Committee Oct 2015-April 2016 Club adviser Biology Club Sept 2015-current Club adviser Aspiring Doctors of Hilo Jan 2015-current Presenter (Biology) Meet the Deans Reception (Kauai) April 2015 Presenter (Biology) Meet the Deans Reception (Oahu) April 2015 Committee member Faculty Search Committee (Biology) Feb-May 2015 Judge Hawai’i District Science and Engineering Fair Feb 2015 Committee member Health Sciences Animal Care Committee July 2013-2014 Grant reviewer Neuroscience Coordinator for studentships Sept 2011-2014

Academic Journal Reviewer Manuscript reviewer Experimental Neurology *Recognized reviewer Feb 2016-current Manuscript reviewer Behavioural Brain Research *Recognized reviewer Dec 2015-current Manuscript reviewer Journal of Neurophysiology Sept 2013-current Manuscript reviewer International Journal of Neuroscience July 2013-current Committee Member Health Sciences Animal Care Committee July 2013-2014 Grant reviewer Dept. of Neuroscience, for studentships Sept 2011-2014

Auxiliary Education: Teaching and Training Supervisor Intermediate school science fair, Rachel Tao Sept 2017-current Instructor Emory-Tibet Science Initiative (Bangalore, India) June 2017 Supervisor Intermediate school science fair, Rachel Tao Sept-Dec 2016 Instructor Emory-Tibet Science Initiative (Bangalore, India) May 2016 Presenter Ha’aheo Elementary School (6th grade) visit March 2016 Guest lecturer ASTR 150, Life in the Universe lectures March 2016 Supervisor High School Science Fair project, Soares Sept 2015-Dec 2015 Guest lecturer ASTR 150, Life in the Universe lectures October 2015 Guest lecturer PSY 352, Biopsychology, Motor system October 2015 Supervisor International summer student research (Brazil) June 2015-Aug 2015 Judge Hawai’i District Science and Engineering Fai r Feb 2015 U of Calgary Taylor Institute: The Teaching Voice Sept 2014 U of Calgary Taylor Institute: Getting it Right on the First Day Aug 2014 Judge 7th Annual Calgary Brain Bee Mar 2014 Preceptor MDSC 508 Undergraduate honors research Oct 2013-Oct 2014 Guest Lecturer Intro to the Spinal Cord; HBI Summer Students May 2013 Supervisor Summer student trainee and research project May 2013-Aug 2013 Volunteer Telus Spark Science Centre, brain expert Nov 2012 Guest Lecturer Neuro 0 Lecture: Basic Neuroanatomy Sept 2012 Guest Lecturer Neuroimmunology, Nervous System Anatomy June 2012 Supervisor MDSC 402 Undergraduate research project Nov 2011-May 2012 Examiner MDSC 508 Undergraduate honors Nov 2011-May 2012 Guest Lecturer MDSC 404, Somatomotor system Sept 2011 Judge Neuroscience Summer Student Symposium Aug 2011 Examiner MDSC 508 Undergraduate honors Nov 2010-May 2011 Supervisor MDSC 508 Undergraduate honors thesis Sept 2010-May 2011 Guest Lecturer MDSC 404, Somatomotor system Sept 2010 Judge Neuroscience Summer Student Symposium Aug 2010 Supervisor Summer undergraduate student May 2010-Aug 2010 Supervisor MDSC 402 Undergraduate research project Nov 2009-April 2010 Guest Lecturer MDSC 404, Somatomotor system Sept 2009 Judge Neuroscience Summer Student Symposium Aug 2009 Guest Lecturer MDSC 404, Somatomotor system Sept 2008 Organizer/presenter Systems and Circuits Journal club Sept 2006-2010 Guest Lecturer Atlanta area schools, Brain Awareness Week April 2002 Teaching assistant Cellular Neuroscience (IBS 502) Sept 2000- Dec 2000 Student Teaching Assistant Training course July 2000 Teaching assistant Psych of Adjust, Abnormal Psych, Family Psych Sept 1998-April 1999 Teaching assistant Psych of Adjustment, Abnormal Psych Sept 1997-April 1998

Teaching assistant Psych of Adjustment Sept 1996-April 1997

Funding, Grants and Awards

RISE/SHARP program Research opportunities for minority Sept 2016-2020 students; $2.1 million over 5 years

UHH Seed Grant Exploring native Hawaiian medicine July 2015 $15,000 (includes student salary)

Best presentation award MDSC 402 Research Group May 2012 $400 distributed among students

Lab project operating grant MDSC group project Nov 2011-April 2012 $1000 lab supplies and materials

Travel award Motoneuron Satellite Meeting Nov 2011 Poster presentation award Vet Med Research Day, U of Calgary March 2010 Lab project operating grant MDSC group project Nov 2009-April 2010 Travel award Society for Neuroscience Postdoctoral Nov 2008 Travel award Motoneuron Satellite Meeting Nov 2008 Postdoctoral fellowship Hotchkiss Brain Institute, U of Calgary July 2007-Aug 2009 Predoctoral fellowship NIH National Research Service Award Feb 2004-Aug 2005 Scholarship Euro Nerve Net School, Bordeaux, France Jun 2000-Aug 2000 Undergrad summer project Dana Internship Jun 1998-Aug 1998

Industry Consulting Electromyogram specialist Genzyme Corporation, Cambridge, MA Oct 2010

Professional Memberships Member International Cannabinoid Research Society 2014-current Member Society for Neuroscience 1999-current

Continuing Medical Education Cannabidiols: Potential Use in Epilepsy, NYU School of Medicine Oct 2013

REBECCA OSTERTAG

Department of Biology 200 W. Kāwili Street University of Hawai‘i at Hilo 808-932-7573 (phone), 808-932-7295 (fax) [email protected] http://hilo.hawaii.edu/uhh/faculty/ostertag/

EDUCATION 1998 Ph.D. in Botany, University of Florida, Gainesville, FL. 1993 Organization for Tropical Studies, Tropical Ecology, Costa Rica.

1991 B.A. in Biology, with Honors, Carleton College, Northfield, MN.

PROFESSIONAL EXPERIENCE May 2016 Director, Tropical Conservation Biology and Environmental Science Master’s Program, University of Hawai‘i at Hilo Aug 2012 Professor, University of Hawai‘i at Hilo. Aug 2006 Associate Professor, University of Hawai‘i at Hilo. Jan 2004 Affiliate Graduate Faculty, Ecology, Evolution, and Conservation Biology Program and Dept. of Botany, University of Hawai‘i at Mānoa. 2001-2006 Assistant Professor, University of Hawai‘i at Hilo 1998-2001 Post-doctoral Associate, University of California, Berkeley and International Institute of Tropical Forestry, Puerto Rico.

AWARDS Chancellor’s Award for Excellence in Scholarly/Creative Activities, Spring 2011. University of Hawai‘i Board of Regents Excellence in Teaching Medal, Spring 2005. Murray F. Buell Award, Honorable Mention for Best Student Talk, Ecological Society of America Meeting, 1997. College of Liberal Arts and Sciences Fellowship, University of Florida, 1996.

PROFESSIONAL SOCIETIES American Geophysical Union Association for Tropical Biology and Conservation Organization for Tropical Studies

Ecological Society of America Sigma Xi Society for Ecological Restoration

RESEARCH INTERESTS I am a forest ecologist who examines questions relating to biological invasions, nutrient cycling, and restoration. My research has a strong field component and involves integration of natural history, community structure, and ecosystem dynamics. My two major current research projects are: 1) Liko Nā Pilina, a hybrid restoration experiment which investigates carbon sequestration and invasion resistance and was developed using plant functional trait theory; 2) HIPPNET, the Hawai‘i Permanent Plot Network, which investigates long-term dynamics of Hawaiian tropical forests using permanent plot sampling methodology and correlates forest growth, physiology, and mortality with long-term climate patterns.

Additional current collaborations involve a global comparison of tropical montane forest decomposition rates and a study of which nutrients limit growth of a native nitrogen-fixing tree. My three current Master’s students are working on independently-developed research projects that I advise, and these topics are: 1) testing the agricultural use of an invasive tree (albizia) as mulch in replacement of chemical fertilizer (Joanna Norton); 2) assessing the relationship between invasiveness and nitrogen-fixation capabilities (Angalee Kirby); 3) examining the seed dispersal efficacy of a native vs. an introduced bird (Koa Matsuoka).

PUBLICATIONS (₤Student author/undergraduate or graduate thesis project I helped advise) After Tenure Last Five Years Ibanez, T., G. Keppel, C. Baider, C. Birkinshaw, H. Culmsee, F.B.V. Florens, J. Franklin, T. Gillespie, M. Laidlaw, C.M. Litton, T. Martin, R. Ostertag, N. Parthasathy, R. Randrianaivo, M. Randrianjanahary, M. Rajkumar, L. Rasingam, F. Ratovoson, L. Reza, A. Shin-ichiro, E. Webb, T. Whitfeld, R. Zang, P. Birnbaum. Regional forcing explains local species diversity and turnover on tropical islands. In review. Global Ecology and Biogeography, doi: 10.1111/geb.12712. Rayome, D.D., R. Ostertag, and S. Cordell. In Press. Enhancing aboveground carbon storage and invasion resistance through restoration: early results from a functional trait-based experiment. Pacific Science 72 (1). LaManna, J.A., S.A. Mangan, A. Alonso, N.A. Bourg, W.Y. Brockelman, S. Bunyavejchewin, L- W. Chang, J-M. Chiang, G.B. Chuyong, K.C. Clay, R. Condit, S. Cordell, S.J. Davies, T.J. Furniss, C.P. Giardina, I.A.U.N. Gunatilleke, C.V. Savitri Gunatilleke, F. He, R.W. Howe, S.P. Hubbell, C-F. Hsieh, F.M. Inman-Narahari, D. Janík, D.J. Johnson, D. Kenfack, L. Korte, K. Král, A.J. Larson, J.A. Lutz, S.M. McMahon, W.J. McShea, H.R. Memiaghe, A. Nathalang,V. Novotny, P.S. Ong, D.A. Orwig, R. Ostertag, G.G. Parker, R.P. Phillips, L. Sack, I-F. Sun, J.S. Tello, D.W. Thomas, B.L. Turner, D.M. Vela Díaz, T. Vrška, G.D.

Weiblen, A. Wolf, S. Yap, J.A. Myers. 2017. Plant diversity increases with the strength of negative density dependence at the global scale. Science 356: 1389–1392. D’Antonio, C., R. Ostertag, S. Cordell, and S. Yelenik. 2017. Interactive effects of multiple plant invasions on Hawaiian ecosystems. Annual Review of Ecology, Evolution, and Systematic 48: 521-541. Dudley, B.D., R.A. MacKenzie, T.S. Sakihara, M.H. Riney, and R. Ostertag. 2017. Effects of invasion at two trophic levels on diet, body condition, and population size structure of Hawaiian red shrimp. Ecosphere doi: 10.1002/ecs2.1682. Miyazawa, Y., B. D. Dudley, R. F. Hughes, J. VanDeMark, S. Cordell, M. A. Nullet, R. Ostertag, and T. W. Giambelluca. 2016. Non-native tree in a dry coastal area in Hawai‘i has high transpiration but restricts water use despite phreatophytic trait. Ecohydrology 9: 1166–1176. Dalling, J.W., K. Heineman, G. González, and R. Ostertag. 2016. Nutrient relations of tropical montane forests: synthesis and future directions. Journal of Tropical Ecology 32: 368–383. http://dx.doi.org/10.1017/S0266467415000619. Nelson-Kaula, K.K.₤, R. Ostertag, R.F. Hughes, and B. Dudley. 2016. Nutrient and organic matter subsidies to Hawaiian anchialine ponds: Influences of N-fixing and non-N-fixing trees. Pacific Science 70: 333-347. Marin-Spiotta, E. and R. Ostertag. 2016. Recovery of ecosystem processes: Carbon and energy flows in restored wetlands, grasslands and forests. Pages 366-394 in: M.A. Palmer, J.B. Zedler and D.A. Falk (eds.) Foundations of Restoration Ecology, 2nd edition. Island Press, Washington, DC. (Invited Chapter) Ostertag, R. and N.M. DiManno₤. 2016. Detecting terrestrial nutrient limitation: a global meta-analysis of foliar nutrient concentrations after fertilization. Frontiers in Earth Science, http://dx.doi.org/10.3389/feart.2016.00023. Cordell, S., R. Ostertag, J. Michaud, and L. Warman. 2016. Quandaries of a decade long restoration experiment trying to reduce invasive species: Beat them, join them, give up, or start over? Restoration Ecology 24: 139-144. DiManno, N.M.₤ and R. Ostertag. 2016. Reproductive response to nitrogen and phosphorus fertilization along the Hawaiian archipelago’s natural soil fertility gradient. Oecologia 180: 245-255. Inman-Narahari, F₤, R. Ostertag, S.P. Hubbell, C.P. Giardina, S. Cordell, L. Sack. 2016. Density- dependent seedling mortality varies with light availability and species abundance in wet and dry Hawaiian forests. Journal of Ecology 104: 773-780. Michaud, J., S. Cordell, T.C. Cole, and R. Ostertag. 2015. Drought stress in an invaded Hawaiian lowland wet forest. Pacific Science 69: 367-383. McAuliffe, S.₤, J.I. Martes Martinez₤, L. Warman, and R. Ostertag. 2015. Herbivory and arthropod diversity within invaded and native forest types on Hawai‘i Island. Journal of Young Investigators 29(5), [online] URL: http://www.jyi.org/issue/herbivory Anderson-Teixeira, K.J. et al. (108 authors). 2015. CTFS-ForestGEO: A worldwide network monitoring forests in an era of global change. Global Change Biology 21: 528-549. Ostertag, R., L. Warman, S. Cordell, and P.M. Vitousek. 2015. Using plant functional traits to restore Hawaiian rainforest. Journal of Applied Ecology 52: 805-809. Dudley, B.D., R.F. Hughes, and R. Ostertag. 2014. Groundwater availability mediates the ecosystem effects of an invasion of Prosopis pallida (Willd.) Kunth. Ecological Applications 24: 1954–1971.

Dudley, B.D., R.A. MacKenzie, T.S. Sakihara, H. Dulaiova, C.A. Waters, R.F. Hughes, and R. Ostertag. 2014. Influences of N-fixing and non-N-fixing vegetation and invasive fish on water chemistry of Hawaiian anchialine ponds. Pacific Science 68: 509-523. Ostertag, R., F. Inman-Narahari, S. Cordell, C.P. Giardina, and L. Sack. 2014. Forest structure in low-diversity tropical forests: a study of Hawaiian wet and dry forests. PLoS ONE 9(8): e103268. doi:10.1371/journal.pone.0103268. Inman-Narahari, F.₤, R. Ostertag, G. P. Asner, S. Cordell, S.P. Hubbell, and L. Sack. 2014. Trade- offs in seedling growth and survival within and across tropical forest microhabitats. Ecology and Evolution, doi: 10.1002/ece3.1196. Cavaleri, M.A, R. Ostertag, S. Cordell, and L. Sack. 2014. Native trees show conservative water use relative to invasive: results from a removal experiment in a Hawaiian wet forest. Conservation Physiology 2: 10.1093/conphys/cou016. Murphy, M.₤, F. Inman-Narahari₤, R. Ostertag, and C.M. Litton. 2014. Invasive feral pigs impact native tree ferns and woody seedlings in Hawaiian forest. Biological Invasions 16: 63-71. Schulten, J.R., T.C. Cole, S. Cordell, K.M. Publico, R. Ostertag, J. Enoka, and J.D. Michaud. 2014. Persistence of native trees in an invaded Hawaiian lowland wet forest: experimental evaluation of light and water constraints. Pacific Science 68: 267-285. Cleveland, C., S. Reed, A. Keller, D. Nemergut, S. O’Neill, R. Ostertag, and P.M. Vitousek. 2014. Litter quality versus microbial community controls over decomposition: A quantitative analysis. Oecologia 174: 283-294. Meyer, III, W.M. ₤, R. Ostertag, and R.H. Cowie. 2013. Influence of terrestrial molluscs on litter decomposition and nutrient release in a young Hawaiian rainforest. Biotropica 45: 719-727. Inman-Narahari, F.₤, R. Ostertag, S. Cordell, C. Giardina, K. Nelson-Kaula, and L. Sack. 2013. Do seedling recruitment factors shift with ecosystem properties? Tests in low-diversity Hawaiian wet forest and global comparisons among tropical forests. Ecosphere 4(2):24. http://dx.doi.org/10.1890/ES12-00164.1.

Older than Five Years Celentano, D.₤, R.A Zahawi, B. Finegan, F. Casanoves, R. Ostertag, R.J. Cole, K.D. Holl. 2011. Restauración ecológica de bosques tropicales en Costa Rica: efecto de varios modelos en la producción, acumulación y descomposición de hojarasca. Revista de Biología Tropical 59: 1323-1336. Celentano, D.₤, R.A. Zahawi, B. Finegan, R. Ostertag, R.J. Cole, and K.D. Holl. 2011. Litterfall dynamics and nutrient cycling under different tropical forest restoration strategies and young secondary forests. Biotropica 43: 279-287. Holl, K.D. Holl, R.A. Zahawi, R.J. Cole, R. Ostertag, and S. Cordell. 2011. Planting seedlings in plantations versus tree islands as a large-scale tropical forest restoration strategy. Restoration Ecology 19: 470-479. Meyer, III, W.M.₤, R. Ostertag, and R.H. Cowie. 2011. Macro-invertebrates accelerate litter decomposition and nutrient release in a young Hawaiian rainforest. Soil Biology and Biochemistry 43: 206-211. Benner, J., P.M.Vitousek, and R. Ostertag. 2011. Nutrient cycling and nutrient limitation in tropical montane cloud forest. Pages 90-100 in Tropical Montane Cloud Forests: Science for Conservation and Management, editors. L.A. Bruijnzeel, F.N. Scatena, and L.S. Hamilton. Cambridge University Press, Cambridge, UK.

Inman-Narahari, F.₤, C. Giardina, R. Ostertag, S. Cordell, and L. Sack. 2010. Digital data collection in forest plots. Methods in Ecology and Evolution 1: 274-279. Ostertag, R. 2010. Foliar nitrogen and phosphorus accumulation responses after fertilization: an example from nutrient-limited Hawaiian forests. Plant and Soil 334: 85-98. McDaniel, S.₤ and R. Ostertag. 2010. Strategic light manipulation can be a sustainable restoration strategy to suppress alien grasses and encourage native regeneration in Hawaiian mesic forests. Applied Vegetation Science 13: 280-290. Cordell, S., R. Ostertag, B. Rowe₤, L. Sweinhart₤, L. Vasquez-Radonic₤, J. Michaud, T.C. Cole, and J.R Schulten. 2009. Evaluating barriers to native seedling establishment in an invaded Hawaiian lowland wet forest. Biological Conservation 142: 2997–3004. Ostertag, R., S. Cordell, J. Michaud, T.C. Cole, J.R. Schulten, K.M. Publico₤, and J.H. Enoka₤. 2009. Ecosystem and restoration consequences of invasive woody species removal in Hawaiian lowland wet forest. Ecosystems 12: 503-515. Marín-Spiotta, E., W. L. Silver, C.W. Swanston, and R. Ostertag. 2009. Soil carbon gain and loss during 80 years of reforestation of tropical pastures. Global Change Biology 15: 1584-1597. Ostertag, R., E. Marín-Spiotta, W. L. Silver, and J.R. Schulten₤. 2008. Litterfall and decomposition in relation to soil carbon pools along a secondary forest chronosequence in Puerto Rico. Ecosystems 11: 701-714. Ostertag, R., C.P. Giardina, and S. Cordell. 2008. Understory colonization of Eucalyptus plantations in Hawai‘i in relation to light and nutrient levels. Restoration Ecology 16: 475- 485. Zimmerman, N.₤, R.F. Hughes, S. Cordell, P. Hart, H.K. Chang₤, D. Perez₤, R.K. Like₤, and R. Ostertag. 2008. Patterns of primary succession of native and introduced plants in lowland wet forests in Eastern Hawai‛i. Biotropica 40: 277-284. Marín-Spiotta, E., D.F. Cusack, R. Ostertag, and W.L. Silver. 2008. Trends in above and belowground carbon with forest regrowth after agricultural abandonment in the Neotropics. Pages 22-72 in R.W. Myster, editor. Post-agricultural succession in the Neotropics. Springer, New York, NY. Carlson, K.M., G.P. Asner, R. Flint Hughes, R. Ostertag, and R.E. Martin. 2007. Hyperspectral remote sensing of canopy biodiversity in Hawaiian lowland rainforests. Ecosystems 10: 536-549. Marín-Spiotta, E., R. Ostertag, and W.L. Silver. 2007. Long-term patterns in reforestation of tropical pastures: plant community composition and aboveground biomass accumulation. Ecological Applications 17: 828-839.

Before Tenure Ostertag, R., W.L. Silver, and A.E. Lugo. 2005. Factors affecting mortality and resistance to damage following hurricanes in a rehabilitated subtropical moist forest. Biotropica 37:16-23. Van Bloem, S. J., P.G. Murphy, A.E. Lugo, R. Ostertag, M. Rivera Costa, I. Ruiz Bernard, S. Molina Colón, and M. Canals Mora. 2005. The influence of hurricane winds on Caribbean dry forest structure and nutrient pools. Biotropica 37: 571-583. Silver, W.L., L.M. Kueppers, A.E. Lugo, R. Ostertag, and V. Matzek. 2004. Carbon sequestration and plant community dynamics following reforestation of tropical pasture. Ecological Applications 14: 1115-1127.

Ostertag, R., F.N. Scatena, and W.L. Silver. 2003. Forest floor decomposition following hurricane litter inputs in several Puerto Rican forests. Ecosystems 6: 261-273. Ostertag, R. and J.H. Verville. 2002. Effects of N and P fertilization on invasion by non-native species in Hawaiian montane forests. Plant Ecology 162: 77-90. Guariguata, M.R. and R. Ostertag. 2002. Sucesión secundaria. In M.R. Guariguata and G. Kattan, editors. Ecología y conservación de bosques tropicales. LUR, Costa Rica. Ostertag, R. 2001. The effects of nitrogen and phosphorus availability on fine root dynamics in Hawaiian montane forests. Ecology 82: 485-499. Guariguata, M.R. and R. Ostertag. 2001. Neotropical secondary succession: changes in structural and functional characteristics. Forest Ecology and Management 148: 185-206. Silver, W.L., R. Ostertag, and A.E. Lugo. 2000. The potential for carbon sequestration through reforestation of abandoned tropical agricultural and pasture lands. Restoration Ecology 8: 394-407. Ostertag, R. and S.E. Hobbie. 1999. Early stages of root and leaf decomposition in Hawaiian forests: effects of nutrient availability. Oecologia 121: 564-573. Ostertag, R. 1998. Belowground effects of canopy gaps in a lowland tropical wet forest. Ecology 79: 1294-1304. McKone, M.J., R. Ostertag, J.T. Rauscher, D.A. Heiser, and F. Leland Russell. 1995. An exception to Darwin’s syndrome: floral position, protogyny, and insect visitation in Besseya bullii (Scrophulariaceae). Oecologia 101: 68-74. Ostertag, R. and E.S. Menges. 1994. Patterns of reproductive effort with time since last fire in Florida scrub plants. Journal of Vegetation Science 5: 303-310.

In Review Puniwai-Ganoot, N., S. Ziegler-Chong, R. Ostertag, M.U. Ching. Accepted (Minor Reviews). Redefining success as we mentor Pacific Island students into conservation careers. Scholarship and Practice of Undergraduate Research. Jennison, C., R. Ostertag, S. Cordell, and Y. Malhi. Revise and Resubmit. Ecosystem and market benefits of functional-trait based restoration relative to other intensive land uses in Hawai‘i. Journal of Sustainable Forestry. Gei, M.G., D.M.A. Rozendaal, L. Poorter, F. Bongers, J.I. Sprent, M.D. Garnerd, T.M.Aide, P. Balvanera, J.M. Becknell, P. Brancalion, G.A.L. Cabrali, R.L. Chazdon, R.J. Cole, G.D. Colletta, M. das Dores Magalhães Veloso, B. de Jong, J. Denslow, D.H. Dent, S.J. DeWalt, J.M. Dupuy, S.M. Durán, M.M. do Espírito Santo, G. Wilson Fernandes, Y.R. Ferreira Nunes, B. Finnegan, R. Gomes César, V. Granda Moserz, J. Hall, J.L. Hernández-Stefanoni, A.B. Junqueira, D. Kennard, E. Lebrija-Trejos, S.G. Letcher, E. Marín-Spiotta, M. Martínez-Ramos, J.A. Meave, D. Menge, F. Mora, R. Muñoz, R. Muscarella, S. Ochoa- Gaonaq, E. Orihuela-Belmontejj, R. Ostertag, M. Peña-Claros, E.A. Pérez-García, D. Piottoll, C. Reyes-García, J. Rodríguez-Velázquez, I.E. Romero-Pérez, L. Sanaphre- Villanueva, A. Sanchez-Azofeifa, N. Schwartz, A. Silva de Almeida, J. Silva de Almeida Cortez, W. Silver, V. Souza Moreno, B.W. Sullivan, N.G. Swenson, M. Uriarte, M. van Breugelaa, H. van der Walss, Hans F. M. Vester, I. Célia Guimarães Vieira, J.K. Zimmerman, J.S. Powers. In review. Abundance of Neotropical legumes during secondary succession across a rainfall gradient. Nature Ecology and Evolution.

Menge, D.L., R.A. Chisholm, S.J. Davies, K. Abu Salim, D. Allen. D. A. Allen, M. Alvarez, N. Bourg, W.Y. Brockelman, S. Bunyavejchewin, N. Butt, M. Cao, W. Chanthorn, W-C. Chao, K. Clay, R. Condit, S. Cordell, J.B. da Silva, H. S. Dattaraja, A.C. Segalin de Andrade, A.A. de Oliveira, J. den Ouden, M. Drescher, C. Fletcher, C.P. Giardina, C.V.S. Gunatilleke, I.A.U.N. Gunatilleke, B.C H. Hau, F. He, R. Howe, C-F. Hsieh, Stephen P. Hubbell, Faith M. Inman-Narahari, P. A. Jansen, D.J. Johnson, L.S. Kong, K. Král, C-C Ku, J. Lai, A.J. Larson, X. Li, Y. Li, L. Lin, Y.C. Lin, S. Liu, S.K.Y. Lum, J.A. Lutz, K. Ma, Y. Malhi, S. McMahon, W. McShea, X. Mi, M. Morecroft, J.A. Myers, A. Nathalang, V. Novotny, P. Ong, D. A. Orwig, R. Ostertag, G. Parker, R. P. Phillips, K. A. Rahman, L. Sack, W. Sang, G. Shen, A. Shringi, J., S-H Su, R. Sukumar, I-F. Sun, H.S. Suresh, S. Tan, S.C. Thomas, P.S. Toko, R. Valencia, M.I. Vallejo, A.Vicentini, T. Vrška, B. Wang, X. Wang, G.D. Weiblen, A. Wolf, H. Xu, S. Yap, L. Zhu, and Tak Fung. In review. Rarity of nitrogen-fixing trees in Asia suggests lower 1 potential for carbon sequestration. Nature.

GRANTS AND CONTRACTS Last Five Years

2017-2018 Hawai‘i Army National Guard, “Functional Trait-Based Restoration”, PI, $177,017. 2017 Chapman University, “N-fixation Strategies in Invasive Species”, PI, $18,000. 2017-2019 NSF, “RAPID: Pacific Islands Reefs Under Siege: An Undergraduate Training P Partnership, PI with co-PI Sharon Ziegler-Chong, $199,026. 2016-2017 Hawai‘i Army National Guard, “Functional Trait-Based Restoration”, $177,662. 2015-2018 NSF REU Site, “REU Site: Conservation Science in Hawaiian Ecosystems”, PI with co-PI Noelani Puniwai, $356,159. 2014-2018 Institute for Wildlife Studies, “Natural Resource Condition Assessment”, PI, $21,032. 2013-2016 UH Hilo Climate Science Center, “Stand Level Water Use in Forests of Contrasting Rainfall Regimes: Assessing the Impacts of Future Drying on Native Hawaiian Ecosystems, PI Don Straney with subward to me, $189,989. 2011-2016 Department of Defense, SERDP Program, “Developing Novel Ecosystems that Enhance Carbon Storage, Native Biodiversity, and Human Mobility in Lowland Forests”, PI with co-PIs Susan Cordell, Peter Vitousek, $1,695,727. 2012-2018 NSF, “Research Coordination Network: Tropical Montane Cloud Forests”, Steering Committee with 10 others with PI Patrick Martin and co-PIs Heidi Asbjornsen, Thomas Giambelluca, Fred Scatena, and Ken Young. [no direct money to UH Hilo] 2010-2014 NSF REU Site, “Undergraduate Research Experience in Tropical Conservation Science”, PI with co-PI Sharon Ziegler-Chong, $508,159. 2006-2012 NSF Ecosystem Studies, “CAREER: Significance of Foliar Nitrogen and Phosphorus Accumulation in Tropical Forests”, PI, $500,000.

More than Five Years 2005-2008 NSF Ecosystem Studies, “Effects of Multiple Species Invasions: Albizia Tree and Coqui Frog Colonization of Hawai‛i”, co-PI with PI William Mautz and co-PIs R. Flint Hughes, Paul Klawinski.

2002-2005 NSF Ecosystem Studies, “Controls on the Storage and Loss of Soil Organic Carbon with Reforestation of Abandoned Pastures”, Senior Personnel with PI Whendee Silver. 2003-2005 NASA/Earth System Science Education, “Teaching Global Environmental Change from Mountain to Ocean: The ‛Ahupua‛a Way”, co-PI with PI Barbara Gibson. 2002-2003 UHH Seed Grant, “Nitrogen and Phosphorus Limitation of Hawaiian Forest Communities”, PI. 2002-2004 UHH EPSCoR REAP, “Nitrogen, Phosphorus, and Aluminum Relationships in Hawaiian Forest Communities”, PI. 2002 UHH REAP EPSCoR “The Impact of Non-Native Species on Resource Availability and Community Structure in a Hawaiian Lowland Wet Forest”, PI.

Pending 2018-2021 NSF, “The Influence of Plant Functional Traits on Multi-trophic Interactions: An Experimental Community Restoration Approach in a Hawaiian Lowland Wet Forest”, $898,214 2018-2012 NSF, “REU Site: Hanakahi: Place-based Conservation Science in Hawaiian Ecosystems”, $343, 535

Contracts with USDA Forest Service (funding came from my collaborators efforts and was redirected to UHH to allow for hiring of RCUH staff and collaboration)

2014-2019 Climate-Vegetation Relationships of Hawaiian Forests, $272,000 2015-2020 Ecological Restoration of Hawaiian Ecosystems, $92,850 2016-2018 Post-wildfire Plant Regeneration in Mamane, $56,000 2013-2018 Impacts of Climate Change and Food Resources of Native Atyid Shrimp in Hawaiian Ecosystems 2010-2014 Monitoring with Forest Inventory and Analysis (FIA), $689,832

TEACHING EXPERIENCE

I am lucky to teach a variety of courses that are related to the environment. In lower level courses, the emphasis is on developing a solid foundation based on ecological theory and to understand how that theory can be applied to present environmental issues, particularly related to global change. In upper level courses, the focus is on learning about the “art” of science, including reading primary literature, discussion of new analytical tools, and development of independent hypotheses and research proposals. All laboratory courses that I teach are field based, and take advantage of the extraordinary landscape diversity of the Big Island of Hawaiʻi. In all of my classes we do active learning exercises to stress quantitative skills and concepts.

TEACHING

All Course Taught Natural History & Conservation—Hawaiian Islands (BIOL/MARE 156) Natural History Field Trips (BIOL/MARE 156L) Introductory Biology I (BIOL 175) Biostatistics (BIOL 280) General Ecology (BIOL 281) General Ecology Laboratory (BIOL 281L) Conservation Biology (BIOL 381L) Plant Ecology (BIOL 455) Theory and Methods in Ecology and Evolution (BIOL 481) Ecology and Evolution Research Methods (BIOL 481L) Biology Seminar (BIOL 495A and 495B) Principles of Tropical Conservation Biology and Environmental Science (TCBES 600) Field and Laboratory Methods in Tropical Conservation Biology and Env. Sci. (TCBES 601) Quantitative Research Methods in Tropical Conservation Biology and Env. Sci. (TCBES 605) Research Seminar in TCBES (TCBES 602) Natural Resource Management Seminar (TCBES 603)

Courses Taught in Last Five Years

Yr Term Course Q18Nat Sci Mean Q19Nat Sci Mean # of Respondents 5 Spring 2017 BIOL 281 (13610) 3.84 3.643 3.78 3.531 32 5 Spring 2017 BIOL 381 (13616) 3.86 3.643 3.71 3.531 14 5 Spring 2017 CBES 603 (13638) 3.69 3.643 3.19 3.531 16 5 Fall 2016 CBES 600 (12411) 3.53 3.574 2.93 3.543 15 5 Fall 2016 CBES 601 (12412) 3.79 3.574 3.29 3.574 14 5 Fall 2016 CBES 602 (12413) NA NA 4 Spring 2016 BIOL 156 (10643) 3.85 3.654 3.85 3.567 13 4 Spring 2016 BIOL 281 (10676) 3.68 3.654 3.74 3.567 34 4 Spring 2016 BIOL 381 (10686) 3.83 3.654 3.67 3.567 12 4 Fall 2015 BIOL 481 (14665) 3.80 3.613 3.80 3.528 5 4 Fall 2015 BIOL 481L (14666) 4.00 3.613 4.00 3.528 6 4 Fall 2015 CBES 600 (14261) 3.92 3.613 3.77 3.528 13 4 Fall 2015 CBES 601 (14262) 3.71 3.613 3.79 3.528 14 4 Fall 2015 CBES 602 (14263) NA NA 3 Spring 2015 Sabbatical NA NA 3 Fall 2014 Sabbatical NA NA 2 Spring 2014 BIOL 281 (15498) 3.80 3.527 3.63 3.422 40 2 Spring 2014 BIOL 381 (15511) 3.88 3.527 3.88 3.422 8 2 Fall 2013 BIOL 481 (13370) 4.00 3.592 4.00 3.467 14 2 Fall 2013 BIOL 481L (13495) 4.00 3.592 4.00 3.467 8 2 Fall 2013 CBES 600 (13467) 4.00 3.592 3.91 3.467 11 2 Fall 2013 CBES 601 (13468) 4.00 3.592 3.91 3.467 11 2 Fall 2013 CBES 602 (13469) NA NA 1 Spring 2013 BIOL 281 (11279) 3.95 3.634 3.90 3.545 21 1 Fall 2012 BIOL 481 (10405) NA NA 1 Fall 2012 BIOL 481L (10436) NA NA 1 Fall 2012 CBES 600 (10618) NA NA 1 Fall 2012 CBES 601 (10619) NA NA 1 Fall 2012 CBES 602 (10620) NA NA Notes: CBES 602 is a seminar course with outside speakers invited, and was not evaluated because the questions are mostly irrelevant for this type of course. During Fall 2012, I forgot to do evaluations, but CBES 600, 601, and 602 were evaluated using the Student Assessment of Learning Gains website (SALG), and will be happy to provide results upon request.

MENTORING (*Native Hawaiian students, †Other minority students) Postdoctoral Advisees Donald Rayome (July 2015-June 2017, hired by SERDP DOD grant, Institute for Pacific Islands Forestry) Bruce Dudley (Oct 2010-May 2014, hired by EPSCoR III grant, UH Hilo)

Laura Warman (Sep 2011-late 2014, hired by SERDP DOD grant, Institute for Pacific Islands Forestry)

Graduate Student Mentor and Committee Chair (TCBES) Melora Purell (M.S. Dec 2006) Sierra McDaniel (M.S. Aug 2007) Michelle Norman* (M.S. Aug 2008) David M. Benitez (M.S. May 2010) Cheyenne Perry* (M.S. Dec. 2010) Nicole DiManno (M.S. May 2011) Kehauwealani Nelson-Kaula* (M.S. Dec 2013) Michael Riney (M.S. May 2015) Mark Wasser (M.S. May 2015) Jodie Schulten Rosam (M.S. August 2015) Corie Yanger† (M.S. May 2017) Joanna Norton Angalee Kirby Koa Matsuoka*

Graduate Committees (TCBES) Randee Tubal (M.S. May 2007)† Raymond McGuire (M.S. Dec 2008)* Keenan Morrison (M.S. May 2011)† Brett Rodomsky (M.S. May 2011) Thomas Jones (M.S. Dec 2011)† Tony Kovach (M.S. May 2012) Cindy DuPuis (M.S. Dec 2012) Cecile Walsh (M.S. Dec 2014) Linnea Heu (M.S. Dec 2015)* Kylle Roy (M.S. Dec 2015)* Tishanna Ben (M.S. May 2016)* Kathleen Howe (M.S. Dec 2016) Melissa Tavares (M.S. Aug 2017) Lynx Gallagher Laura Crane Blaine Luiz Ilana Stout Shea Uehana Keena Newton Renee Corpuz

Graduate Committees (Non-UH Hilo Students) Wallace M. Meyer, Department of Zoology (Ph.D. 2009) Danielle Celentano, CATIE, Costa Rica (M.S. 2010) Laura Mandle, Department of Botany, University of Hawai‛i at Mānoa (Ph.D. 2011)

Jennifer Bufford, Department of Botany, University of Hawai‛i at Mānoa (Ph.D. Dec 2013) Faith Inman-Narahari, Dept of Ecology and Evolutionary Biology, UCLA (Ph.D. June 2013) Shafkat Khan, Odum School of Ecology, University of Georgia (Ph.D. Aug 2016) Celine Jennison, Oxford, UK (Advisor for Hilo field work, not on committee) (M.S. Aug 2016) Susanne Kandert, University of Göttingen, Germany (M.S. candidate)

Undergraduate Students Mentored (UH Hilo) Before Tenure Rhett Imiola Akutagawa (Keaholoa)* Kalei Chang (UH-HIP and Keaholoa)* Fernando Juan (Seed Grant)† Ryan Like (Keaholoa)* Keiko Publico (Keaholoa)* Jodie Schulten (Independent Study) Rebecca Weatherall (Seed Grant) Momoka Yao (Seed Grant)†

After Tenure Jaime Enoka (Keaholoa)* Lisa Kapono (Independent Study)* Kehau Nelson-Kaula (Keaholoa)* Barbara Rowe (REU)† Linda Sweinhart (REU) Mark Wasser (Independent Study) Janelle Williams (REU)† Molly Winters (UH HIP) Justin Yeh (UH HIP)† Malia Stewart (REU) Kevin Alison (Independent Study UHH) Bronson Palupe (UH HIP) Lauren Kapono (UH HIP) Ulumauahi Kealiikanakaole (REU) James Kimo Melcher (Senior Thesis, Geography UHH)*

Undergraduate Students Mentored (Non-UH Hilo Students) Before Tenure John Nygaard (UH Hilo REU from Linfield College) Lucero Vasquez-Radonic (ESA SEEDS Fellow from UTEP)† Linh Vuong (UH Hilo REU from University of Puget Sound)† Ann Skipper (UH Hilo REU from UH Mānoa)* Christina Wong (UH Hilo REU from Occidental College)†

After Tenure Isaac Cadiente (OTS NAPIRE, Fort Lewis College)† Jeromie Gritts (OTS NAPIRE, Salish Kootenai College)† Chandra Legdesog (OTS NAPIRE from Chaminade)† Jose Ivan Martes Martinez (UH Hilo REU from University of Puerto Rico, Mayaguez) † Koa Matsuoka (UH Hilo REU from UH Mānoa)* Stephen McAuliffe (UH Hilo REU from Humboldt State) Kevin Pien (UH Hilo REU from UH Mānoa)† Maia Raymundo (OTS NAPIRE from University of Guam)† Jeremy Rude (OTS NAPIRE from Humboldt State)† Sarah Stebbing (OTS NAPIRE from UH Mānoa)† Malia Stewart ((UH Hilo REU from UH Mānoa) Nicole Stiffarm (OTS NAPIRE, Salish Kootenai College)† Kristina Black (UH Hilo REU from University of Oklahoma)† Amanda Wong (UH Hilo REU from UH Mānoa)† Jihoo Kim (UH Hilo REU from University of Illinois)† Katherine Hiu (REU from UH Mānoa)† Sierra Ching (REU from University of Oregon)*

SERVICE (Mainly Last Five Years)

Editorial Functional Ecology, 2016-2018 Plant Ecology Editorial Board, 2008-2016

Funding Panels NSF Macrosystems Grant Review Panel, 2012 NSF REU Grant Panel Review, 2015, 2016

Grant Proposal Reviews Regular reviewer for NSF (~2 per year) and occasional for other agencies/NGOs

Journal Reviews Approximately 6 per year. Examples of journals are: Applied Vegetation Science, Biogeochemistry, Biological Invasions, Biotropica, Ecology, Ecological Applications, Ecology Letters, Ecosystems, Forest Ecology and Management, Journal of Ecology, Journal of Tropical Ecology, New Phytologist, Oecologia, Plant and Soil, PLOS One, Restoration Ecology, Revista de Biología Tropical, Tropical Ecology

External Service External evaluator for tenure and promotion cases (University of Florida, Barnard College) External evaluator for PhD student (University of Western Australia) Organizer of meta-analysis, CloudNet Research and Coordination Network Organizer of global decomposition study, CloudNet Research and Coordination Network

Association for Tropical Biology Councilor, 2016-2019, including Strategic Initiatives Committee and ATBC Mentoring Circle

University Service Campus Member Representative to Board for National Ecological Observatory Network (NEON); Chair of Hawai‛i’s Domain Science and Education Coordination Committee (DSECC) (committee now defunct); manage PAC-NEON listserv NSF EPSCoR, Team Leader and Participant in EPSCoR II and III Search Committee Chair, Biology, Position 83380, 2016 TCBES Symposium Judge CAS Executive Senate Committee, Spring 2011-2016 TPRC 2013, 2016 Graduate Council, 2016-present Research Council, 2016-present ORS Advisory Board, 2017-present

Community Service Big Island Science Fair Judge, ~ 2 times in last 5 years Advisory Committee Member, Forest Team Program, Hawai‘i Community College, 2004- present On-campus organizer of Hawai‘i Ecosystem Meetings (Summer 2006-present)—meeting spearheaded by Peter Vitousek (Stanford) for those doing ecosystem research in Hawai‘i Science Olympiad 2014, 2016, 2017

Jolene Sutton

ACADEMIC APPOINTMENTS 2016-Present UNIVERSITY OF HAWAIʻI AT HILO, U.S.A. Assistant Professor, Department of Biology

2013-2015 UNIVERSITY OF HAWAIʻI AT MĀNOA, U.S.A. Postdoctoral Researcher, Department of Biology Laboratory: Assistant Professor Floyd A. Reed

EDUCATION 2009-2013 UNIVERSITY OF OTAGO, NEW ZEALAND Doctor of Philosophy (Zoology) Dissertation: Major histocompatibility complex and microsatellite genetic diversity in bottlenecked populations of New Zealand passerines Supervisors: Professor Ian G. Jamieson & Dr. Bruce C. Robertson Committee: Professor Neil Gemmell & Dr. Daniel Tompkins

2005-2007 ACADIA UNIVERSITY, CANADA Master of Science (Biology) Dissertation: Morphology, reproductive strategy and genetic diversity of the rare Atlantic Coastal Plain flower, Sabatia kennedyana (Fern.): Variation across the species range and in anthropogenically disturbed habitat Supervisor: Associate Professor Sara V. Good

1998-2003 MEMORIAL UNIVERSITY OF NEWFOUNDLAND, CANADA Bachelor of Science with Honour’s (Biology) Dissertation: The importance of frost boils for the recruitment of arctic-alpine plants in the Mealy Mountains, Labrador Supervisor: Professor Luise Hermanutz

AWARDS & GRANTS Submitted through University of Hawai‘i at Hilo – Pending 1. 2018-2022. NSF Faculty Early Career Development Program (CAREER), “CAREER: Integrating genomics and STEM career development through genotype to phenotype analysis of a behaviorally complex, culturally important, endangered Hawaiian bird” (1,399,604$USD). 2. 2018. NSF Harnessing the Data Revolution (HDR), “Convergence HDR: Data Science Education Workshop at UH Hilo” (49,997$USD).

Submitted through University of Hawai‘i at Hilo – Successful 3. 2017. State of Hawai‘i Department of Land and Natural Resources (DLNR), “Establishing Wolbachia cytoplasmic incompatibility for mosquito population suppression in Hawai‘i” (45,292$USD).

4. 2014-2018. NSF Centers of Research Excellence in Science and Technology (CREST), “Understanding Biotic Response to Environmental Change in Tropical Ecosystems Through Place- Based Context” (4,999,999$USD). Co-PI, Sutton, joined this project in 2016. 5. 2016. University of Hawai‘i at Hilo SEED grant (11,000$USD). 6. 2016. Short Term Visitor Academic Appointment with the Smithsonian (2,000$USD; declined).

Submitted through University of Hawai‘i at Hilo – Unsuccessful 7. 2018-2021. NSF Experimental Program to Stimulate Competitive Research (EPSCoR), “Genomic and ecological determinants of phenotypic diversification in birds” (3,999,057$USD). 8. 2018. NSF-CREST Supplement, “Pilina Kaiāulu (Community Connections)” (96,569$USD). 9. 2017-2018. Verily Life Sciences, “Establishing mosquito cytoplasmic incompatibility for applications in Hawai‘i” (612,454$USD).

Prior History Awarded 10. 2013. List of Exceptional Ph.D. theses, University of Otago, Division of Sciences. Awarded to the top 10% of theses based on research content, originality, quality and accuracy of presentation. The Examining Committee included Professor Peter Dunn (University of Wisconsin), Professor Katherine Belov (University of Sydney), and Professor Graham Wallis (University of Otago). 11. 2009-2012. Natural Sciences and Engineering Research Council (NSERC) of Canada Scholarship to pursue Ph.D. research (21,000$CAD per annum). Nationally competitive scholarship. Additionally awarded an allowance to use this grant for overseas research based on the justification outlined in my project proposal. 12. 2009-2012. New Zealand International Doctoral Research Scholarship (NZIRDS; includes tuition/fees, moving allowance [single payment of 500$NZD], conference/travel allowance [single payment of 2,000$NZD] plus 20,500$NZD per annum). Internationally competitive scholarship. 13. 2009-2012. Travel grants, Ecology Research Group, University of Otago (660$NZD). 14. 2009-2011. University of Otago Ph.D. student budget (3,000$NZD per annum [the maximum awardable value to a Ph.D. student]). 15. 2011. Elizabeth Mason prize, University of Otago, Department of Zoology (awarded to a female Zoology student for the best peer-reviewed publication; 1,400$NZD). 16. 2010. Travel grant, Department of Zoology, University of Otago, (500$NZD). 17. 2005-2007. Acadia University Graduate Award (8,000$CAD per annum). 18. 2005-2007. Atlantic Centre for Global Change and Ecosystem Research (8,000$CAD per annum). 19. 2004. Canadian-Scandinavian Foundation (1,500$CAD; declined). 20. 2004-2005. Memorial University of Newfoundland Northern Student Training Program (1,725$CAD). 21. 2002-2003. Memorial University of Newfoundland Northern Student Training Program (1,460$CAD). 22. 1998. Memorial University of Newfoundland Entrance Scholarship (2,000$CAD). Unsuccessful applications. Dates indicate year applied. 23. 2016. NIH Exploratory/Developmental Research Grant Award (R21), “Engineered underdominance in Hawaiian Culex mosquitoes”. 24. 2015. David H. Smith Conservation Research Fellowship, “Developing genetic techniques to control mosquito-vectored disease: a new tool for species conservation”.

PUBLICATIONS & REPORTS Published since date of hire at University of Hawai‘i at Hilo 1. Grueber CE*, Sutton JT*, Heber S, Briskie J, Jamieson IG, & Robertson BC (2017) Reciprocal translocation of small numbers of inbred individuals rescues immunogenetic diversity. Molecular Ecology. 26: 2660–2673. * Joint first authors 2. Knafler, GJ, Grueber CE, Sutton JT, & Jamieson IG (2017) Differential patterns of diversity at microsatellite, MHC, and TLR loci in South Island saddleback populations impacted by translocation and disease. New Zealand Journal of Ecology 41: 98-106.

Published before date of hire 3. Sutton JT, Castro I, Robertson BC, Tompkins DM, Stanton JL & Jamieson IG (2016) MHC genetic diversity and avian malaria prevalence in a population of North Island saddlebacks. New Zealand Journal of Ecology 40: 351-360. 4. Lillie M, Grueber CE, Sutton JT, Howitt R, Bishop PJ, Gleeson D, & Belov K (2015) Selection on MHC class II supertypes in the New Zealand endemic Hochstetter's frog. BMC Evolutionary Biology 15:63. 5. Suarez-Gonzalez A, Sutton JT, Trant AJ, Zamlynny E, & Good S (2015) Rethinking refugia: Evidence for a northern refugium for endangered populations of the Plymouth gentian (Sabatia kennedyana, Gentianaceae) during the Pleistocene glaciation. American Journal of Botany 102: 609-620. ▪ Selected by the Editor-in-Chief for special recognition in the ‘Highlights’ section of the April 2015 issue. American Journal of Botany 102: 495-496. 6. Sutton JT, Robertson BC & Jamieson IG (2015) MHC variation reflects the bottleneck histories of New Zealand passerines. Molecular Ecology 24: 362-373. 7. Sutton JT, Robertson BC, Grueber CE, Stanton JL & Jamieson IG (2013) Characterization of MHC class IIB polymorphism in bottlenecked New Zealand saddlebacks reveals low levels of genetic diversity. Immunogenetics 5: 619-633. 8. Sutton JT, Nakagawa S, Robertson BC & Jamieson IG (2011) Disentangling the roles of natural selection and genetic drift in shaping variation at MHC immunity genes. Molecular Ecology 20: 4408-4420. 9. Sutton JT, Robertson BC & Jamieson IG (2011) Dye shift: a neglected source of genotyping error in molecular ecology. Molecular Ecology Resources 11: 514-520. 10. Sutton JT, Jacobs JD & Hermanutz L (2006) Are frost boils important for the recruitment of arctic- alpine plants? Arctic Antarctic and Alpine Research 38: 273-275.

Technical Reports 11. Sutton JT (2014) Recommendations for the number of founders, the target captive population size, and choosing the number of harvest sites for maintaining genetic diversity in captive populations of ‘Akikiki and ‘Akeke‘e. Report submitted to the Kauaʻi Forest Bird Recovery Group, 7 pp. Available from: https://sites.google.com/site/jolenesutton/publications 12. Ryan, PC, Robertson MJ, Sutton JT & Robertson GJ (2006) Local ecological knowledge of Ivory Gulls in Newfoundland and Labrador. Canadian Wildlife Service Technical Report Series No. 469, Atlantic Region. iv + 18 pp. 13. Environment Canada (Prepared by JT Sutton; 2006) Recovery Strategy for the Red Crossbill, percna subspecies (Loxia curvirostra percna), in Canada. Species at Risk Act Recovery Strategy Series. Environment Canada, Ottawa. vii + 29 pp. Available at:

www.sararegistry.gc.ca. TEACHING University of Hawaiʻi at Hilo classes Genetics (BIOL376/BIOL466): 2017FA, 2017SP, 2016FA, 2016SP Genetics Lab (BIOL376L/BIOL376L): 2017FA, 2017SP, 2016FA, 2016SP Tropical Conservation Biology and Environmental Science (CBES 600): 2017FA, 2016FA Field & Laboratory Methods in Tropical Conservation Biology and Environmental Science (CBES 601): 2017FA, 2016FA Seminar in Tropical Conservation Biology and Environmental Science (CBES 602): 2017FA, 2016FA Directed Research (BIOL199V BIOL499; CBES699)

University of Hawaiʻi at Hilo student supervision Primary supervisor: Geneviève Blanchet M.Sc., ‘alalā genetics (2016FA TCBES cohort) Jared Nishimoto M.Sc., mosquito genetic engineering (2017FA TCBES cohort) Jeremy Schrader M.Sc., ‘alalā (2017FA TCBES cohort) Gary Sur M.Sc., fungal endophytes of Hawaiian O‘hia (2015FA TCBES cohort) Justin Cueva Undergraduate, mosquito control (BIOL499V) Rachel Gorenflo Undergraduate, molecular genetics Jesse Leavitt Undergraduate, molecular genetics, mosquito control (BIOL499V) Grace Tredinnick Undergraduate, mosquito control (BIOL199V)

Thesis advising committees: Hilary Street M.Sc., humpback whale genetics Dominique Zarders M.Sc., genetics of lantana lace bug

University of Hawaiʻi at Mānoa classes Conservation Genetics (module for Genetics, BIOL375)

University of Hawaiʻi at Mānoa general lab training and supervision Áki Jarl Láruson (Ph.D. student; sea urchins), Michael Wallstrom (undergraduate; marine sponges), Fabrece Roup (undergraduate; DNA barcoding), Natasha Isaac (undergraduate; mosquitoes), Sterling "Manu" Stanton (recent graduate; Drosophila), Kenton Asao (undergraduate; chromosome evolution)

Guest lectures 2016 Climate Change Fiction (Special Topics), Department of Geography, University of Hawai‘i at Hilo 2014 Wildlife Management (WILM401), Department of Zoology, University of Otago 2011-2012 Evolutionary Biology (ZOOL222), Department of Zoology, University of Otago

Graduate teaching assistantships/demonstrating (full semester) 2009-2011 Behavioural & Evolutionary Ecology (ZOOL315), Department of Zoology, University of Otago 2009-2011 Conservation Biology (ZOOL319), Department of Zoology, University of Otago 2006 Host-parasite Ecology (BIOL3123), Department of Biology, Acadia University

2006 Flora of Nova Scotia (BIOL3293), Department of Biology, Acadia University

Thesis examining committees Jian Cui M.Sc., Faculty of Veterinary Science, University of Sydney Sarah Pearson Ph.D., Faculty of Science and Engineering, Flinders University

Other 2006 Developed course curriculum: “Species at Risk” component for high school science, Newfoundland and Labrador (Canada) Department of Education. The table of contents is available here: http://www.ed.gov.nl.ca/edu/k12/curriculum/documents/science/highschool/ES32 05_stud ent_text_introduction_and_TOC.pdf

SELECTED PRESENTATIONS • Denotes invited talks. 1. Sutton J, King C, Reed FA. (2017) Steps to control mosquito-vectored avian diseases in Hawai‘i. Hawai‘i Conservation Conference, Honolulu, Hawai‘i, U.S.A. 2. Sutton J, (2017) Developing genomic resources to aid ‘Alalā reintroductions. Tropical Conservation Biology and Environmental Science Program, University of Hawai‘i at Hilo, Hilo, Hawai‘i, U.S.A. 3. Sutton J,(2017) Developing genomic resources to aid ‘Alalā reintroductions. U.S. Geological Survey, Kilauea Field Station, Hawai‘i National Park, Hawai‘i, U.S.A. 4. Sutton J, Ryder O, Muehline, JR, Baybayan P , Hall, R , Hatas E, Gu J, Chemnick LG, Masuda B, Korody, ML, Steiner CC (2016) Developing genomic resources to aid ‘alalā reintroductions. Tropical Conservation Biology and Environmental Science Seminar Series (CBES601), University of Hawai‘i at Hilo, Hilo, U.S.A. 5. • Sutton J, Ryder O, Muehline, JR, Baybayan P , Hall, R , Hatas E, Gu J, Chemnick LG ,Masuda B, Korody, ML, Steiner CC (2016) Back where they belong: Developing genomic resources to aid reintroductions of an ‘extinct in the wild’ species. North American Ornithological conference VI, Washington DC, U.S.A. 6. Ryder O, Muehline, JR, Baybayan P , Hall, R , Hatas E, Gu J, Chemnick LG ,Masuda B, Korody, ML, Steiner CC, Sutton J (2016) Conservation genomics of a critically endangered Hawaiian bird: A high quality genome assembly of the ‘alalā will assist in population management and reintroduction. (2016) Plant and Animal Genome (PAG) conference XXIV, San Diego, CA, U.S.A. 7. Muehline, JR, Baybayan P , Hall, R , Hatas E, Gu J, Chemnick LG ,Masuda B, Korody, ML, Steiner CC, Ryder O, Sutton J (2016) SMRT sequencing of the ‘alalā genome. Plant and Animal Genome (PAG) conference XXIV, San Diego, CA, U.S.A. (Poster presentation) 8. • Sutton JT & Reed FA (2014) Can genetically modified mosquitoes provide a new management option for conserving native species? Hawaiʻi Institute of Marine Biology, University of Hawaiʻi at Mānoa, U.S.A. 9. • Sutton JT & Reed FA (2014) Applying evolution to conservation: mosquito-borne avian disease control in Hawaiʻi. Department of Zoology, University of Otago, New Zealand. 10. Sutton JT & Reed FA (2014) Variation at innate immunity genes in Hawaiian honeycreepers. Genetics Society of AustralAsia Conference, Sydney, Australia. 11. Reed FA & Sutton JT (2014) Genetic engineering for species conservation applications in

Hawaiʻi. Genetics Society of AustralAsia Conference, Sydney, Australia.

12. • Sutton JT & Reed FA (2013) Applying evolution to conservation: mosquito-borne avian disease control and host adaptation. U.S. Geological Survey, Kilauea Field Station, Hawai‘i National Park, Hawai‘i, U.S.A. 13. • Sutton JT, Nakagawa S, Robertson BC & Jamieson IG (2012) Major histocompatibility complex diversity in bottlenecked populations. Allan Wilson Centre for Ecology and Evolution Annual Meeting, Palmerson North, New Zealand. 14. • Sutton JT, Nakagawa, S, Robertson BC & Jamieson IG (2011) Major histocompatibility complex diversity in bottlenecked populations. Genetics Otago Annual Symposium. Dunedin, New Zealand. 15. Sutton JT, Nakagawa, S, Robertson BC & Jamieson IG (2011) Bottleneck effects on MHC diversity. International Congress for Conservation Biology. Auckland, New Zealand. 16. Sutton JT, Robertson BC & Jamieson IG (2010) Neutral vs. functional genetic diversity in populations with different bottleneck histories. Hawai‘i Conservation Conference. Honolulu, Hawai‘i, U.S.A. 17. Sutton JT, Robertson BC & Jamieson IG (2010) Neutral vs. functional genetic diversity in populations with different bottleneck histories. American Genetic Association Annual Symposium. Hilo, Hawai‘i, U.S.A. (Poster presentation). 18. Sutton JT, Robertson BC & Jamieson IG (2010) Dye drift: a neglected source of genotyping error. Genetics lab meeting, University of Otago, New Zealand. 19. Sutton JT, Robertson BC & Jamieson IG (2009) Do neutral and functional genetic markers tell the same story? 12th Annual New Zealand Molecular Ecology meeting. Catlins, New Zealand.

PROFESSIONAL SERVICES Manuscripts reviewed (since 2010): Molecular Ecology (9); Biological Conservation (3*); Genetica (2); Conservation Genetics (2); Behavioral Ecology (2); PLoS ONE (2); Animal Conservation (2); Evolutionary Applications (1); Evolutionary Ecology (1); New Zealand Journal of Ecology (1); Pacific Conservation Biology (1); International Journal of Immunogenetics (1).

* Recognized as an “Outstanding Reviewer” by Biological Conservation in May 2014.

Additional services 2017-present UH Hilo internal biosafety committee member 2016-2017 Graduate student admissions committee member (TCBES; UH Hilo) 2016-2017 Supervisor, UH Hilo Core Genetics Lab 2016 Participated in workshop: To Restore a Mosquito-Free Hawai‘i. The The resulting white paper is available online: https://dlnr.hawaii.gov/hisc/files/2017/02/Report- on-Mosquito-Free- Workshop-v42-1.pdf 2016 Presented guest lecture for Dr. K. Besio’s special topics class, “Climate Change Fiction”, Department of Geography, University of Hawai‘i at Hilo 2016 Faculty hire committee member (Biology; UH Hilo) 2016 Judge for Hawai‘i District Science and Engineering Fair 2015 Reviewer: “Genetic Diversity of Wolbachia Endosymbionts in Culex quinquefasciatus from Hawai‘i, Midway Atoll and American Samoa” for

the Hawai‘i Cooperative Studies Unit, United States Geological Survey (USGS) 2014 Seminar series co-coordinator, Department of Biology, University of Hawaiʻi at Mānoa

2014 Independent advisor to the Kauaʻi Forest Bird Recovery Group 2011 Co-reviewer: “Nihoa Millerbird Translocation Protocols” for the U.S. Fish and Wildlife Service 2009-2011 Symposium organizer (head organizer in 2010 and 2011), Annual Postgraduate Student Symposium, Department of Zoology, University of Otago

OUTREACH & MEDIA ATTENTION Keaohou, UH Hilo Chancellor's blog for research and scholarly activity, featured faculty 21 April 2017: “Jolene Sutton, biology: Using genomic information to protect the endangered Hawaiian crow”. https://hilo.hawaii.edu/keaohou/2017/04/21/jolenesutton/ Ke Kalahea, UH Hilo student newspaper 03 April 2017: “Science Profiles at UH Hilo: Jolene Sutton. The quest to save Hawai‘i’s native birds”. http://hilo.hawaii.edu/news/kekalahea-beta/science-profiles-jolen-sutton-2017 • Hawai‘i Tribune-Herald 25 February 2017 (Front page (above the fold) of local newspaper) : “Game-changer; UH research looking at unique way to stop mosquito-borne diseases in Hawaiian birds”. http://www.hawaiitribune-herald.com/news/local-news/game-changer-uh-research- looking- unique-way-stop-mosquito-borne-diseases-hawaiian • Participated in workshop: To Restore a Mosquito-Free Hawai‘i. 6-7 September 2016: The The resulting white paper is available online: https://dlnr.hawaii.gov/hisc/files/2017/02/Report-on- Mosquito-Free-Workshop-v42-1.pdf San Diego Zoo Global (video feature) 29 April 2016: “First ‘Alalā of 2016 hatches at Hawaiian Bird Center” https://www.youtube.com/watch?v=1OmWXTwrBuY KHON2 27 January 2016: “Scientists successfully sequence genome of near extinct Hawaiian crow”. http://khon2.com/2016/01/27/scientists-successfully-sequence-genome-of-near-extinct- hawaiian-crow/; https://www.youtube.com/watch?v=iyF6UCfu-PI Science Daily 27 January 2016: “Sequence of rare Hawaiian crow's genome will assist conservation efforts”. https://www.sciencedaily.com/releases/2016/01/160127101558.htm EurekAlert 27 January 2016: “Sequence of rare Hawaiian crow's genome will assist conservation efforts”. http://www.eurekalert.org/pub_releases/2016-01/zsos-sor012616.php Red Orbit 27 January 2016: “Genome of nearly extinct Hawaiian crow sequenced in effort to revive species”. http://www.redorbit.com/news/science/1113412264/genome-of-nearly- extinct- hawaiian-crow-sequenced-in-effort-to-revive-species-012716/ Phys.org 27 January 2016: “Sequence of rare Hawaiian crow’s genome will assist conservation efforts”.

http://phys.org/news/2016-01-sequence-rare-hawaiian-crow-genome.html FIELD EXPERIENCE Plant surveys and sampling (2001-2008) 1. Atlantic Coastal Plain Flora: Plymouth gentian (Sabatia kennedyana), pink coreopsis (Coreopsis rosea) 2. Arctic-alpine: moss campion (Silene acaulis), Diapensia lapponica, Salix spp. 3. Grassland prairie: Surveys and mapping of native and invasive species

Bird capture, banding, monitoring, and/or blood sampling (2000-2005; 2009- 2010;*denotes monitoring only) 1. Seabirds: least auklet (Aethia pusilla), whiskered auklet (A. pygmaea), crested auklet (A. cristatella), red-tailed tropicbird (Phaethon rubricauda), Laysan albatross (Phoebastria immutabilis), common murre (Uria aalge), thick-billed murre (U. lomvia), Atlantic puffin (Fratercula arctica) 2. Waterfowl: harlequin duck (Histrionicus histrionicus) 3. Passerines: hermit thrush (Catharus guttatus), Stewart Island robin (Petroica australis rakiura), mohua (Mohoua ochrocephala) 4. Shorebirds: piping plover (Charadrius melodus)

RELEVANT WORK EXPERIENCE (NON-ACADEMIC) 1. Parks Canada, Alberta, Canada (2008) 2. The Nature Conservancy of Canada, Alberta, Canada (2008) 3. Acadia University, Nova Scotia, Canada (2007) 4. Newfoundland and Labrador Department of Environment and Education, Newfoundland and Labrador, Canada (2006) 5. Species at Risk Program, Canadian Wildlife Service, Environment Canada, Newfoundland and Labrador, Canada (2003-2005) 6. Memorial University of Newfoundland, Newfoundland and Labrador, Canada (2000; 2004)

Li Tao Tel: (808)-932-7179; Email: [email protected]

EDUCATION Ph.D., Biochemistry and Molecular Biology, University of California, Davis. December 2007. Dissertation: Functional Antagonism between Purified Mitotic Motors. Master of Science, Physiology, Nanjing University, China, July 1994. Thesis: Purification and biological activity demonstration of vascular endothelial growth factor (VEGF) from human placenta. Bachelor of Science, Biochemistry, Nanjing University, China, July 1991.

WORKING EXPERIENCE Assistant Professor, UH Hilo, 08/14-present. Project Scientist IV, UC Santa Cruz, 10/11-08/14 Project Scientist I, UC Davis 07/09-09/11 Postdoctoral Researcher, UC Davis, 12/07-07/09 Ph.D. student and Teaching Assistant, UC Davis, 09/02- 12/07 Post Graduate Researcher, UC Davis, 07/01-09/02 Assistant Professor, Nanjing University, 09/97-07/01. Director of Biochemistry Teaching Laboratory. Nanjing University, 09/95-07/01 Lecturer, Nanjing University, 09/94-09/97. Teaching Biochemistry, and Biochemistry Lab.

INNOVATION IN TEACHING TECHNIQUES 1. Enhancing my curriculum with up-to-date knowledge. 2. Connecting my lectures with real-world applications through project-based learning. 3. Applying inquiry-based teaching techniques to move students beyond general curiosity into critical thinking and understanding. 4. Differentiating my instruction to meet individual student needs. 5. Collaborating with teachers in UH Hilo and around the world; Inviting guest speakers to my classroom to share insight.

RESEARCH EXPERIENCE Assistant Professor, UH Hilo, 08/14-present. 1. Structural and functional analysis of centralspindlin . 1) Using electron microscope to characterize the structure of centralspindlin and Pav/kinesin 6; Study the interaction between two centralspindlin components, Pav/kinesin-6 and Tum/RacGAP. 2) Testing if centralspindlin forms filaments. 3) In vitro reconstitution of cytokinesis.

2. Investigation of the effect of pesticides used in Hawaii on cell division. 1) Cytological profiling of known pesticides used in Hawaii through live analysis in the Drosophila embryo. 2) Studying the effect of Hawaii pesticide use on human cells.

3. Identifying Potential Anti-cancer Drugs Derived from Natural Products . 1) High-throughput cell-based primary screen for novel anti-cancer compounds.

2) Live fluorescent analysis on early Drosophila embryo to characterize primary hits from large- scale cell-based screens. 3) Characterize the molecular mechanisms of identified anti-cancer drugs in human cells.

INVOLVEMENT OF STUDENTS IN RESEARCH Undergraduate research provides an exceptionally positive experience for students. Mentoring in an undergraduate’s research is beneficial to the student’s future professional development. Since I joined UH Hilo, I have mentored nineteen students in my lab with various projects. When they joined my group, I set clear expectations with my students and made the steps of the research process explicit. When student failed in his(her) experiment, I walked through the process with the student to identify where the error was made. Meanwhile I tried to foster the student’s independence. I encouraged my students to gain experience in public speaking. The students in my lab have made significant progress: Four students published in peer- reviewed journals under my supervision. Seven students were awarded by the university’s honor program or NIH grant. Three students were accepted by medical schools and one student was accepted to a Ph. D. program.

Students mentored after I joined UH Hilo Student Name honors Research Project Benjamin Kelly Purifying antibody against Tum protein Luke Kupcha STEM honor; Outstanding Graduating Senior Award, accepted by the University of Taxes Medical Branch; published on peer- Study of the Regulation of Mitosis reviewed journal. Gin Tezuka Expression of Centralspindlin with STEM honor; published on Baculoviruses System peer-reviewed journal. Albert Shim STEM honor; accepted into the University of Utah School of Dentistry; Gliding Assay to Analyze Microtubule- published on peer- Based Motor Protein Dynamics reviewed journal. Zachary Geisterfer STEM honor; accepted to the Ph.D. program at the University of Wyoming; In vitro Microtubule Bundling Assay published on peer- Under Physiological Conditions reviewed journal. Michael Elder Waters Purification of centralspindlin Laurena Mack Biochmical analysis of centralspindlin

Megan Caoagdan Insect cell culture

Jamae Balagot Biochemical analysis of centralspindlin, a key supported by NIH INBRE factor of cytokinesis Cheryll Ligohr Purification of Tum protein Joshua Wong How chemical use affects human health in Hawaii Marilyn Yamamoto STEM honor in vitro analysis of kinesin 6 David Khrapov Purification of centralspindlin Joshua Lawcock Investigation of the effect of pesticides used SHARP program; in Hawaii on cell division. supported by NIH INBRE Solomon Singer In vitro motility assays Leah Moore Using baculovirus expression system to express proteins. Grace Tredinnick Latest techniques in insect cell culture Jesse Leavitt Identifying Potential Anti-cancer Drugs Derived from Natural Products Kayla Bajo accepted by UH Hilo Regulation of mitosis College of Pharmacy.

PUBLICATIONS Research articles after joining UH Hilo 1. Brose L, Crest J, Tao L* and Sullivan W* (*Corresponding author). Polo kinase mediates the phosphorylation and cellular localization of Nuf/FIP3, a Rab11 effector. Mol Biol Cell. 2017 Jun 1;28(11):1435-1443. 2. Shim A, Tezuka G, Kupcha L and Tao L*(*Corresponding author). Gliding Assay to Analyze Microtubule-Based Motor Protein Dynamics. Bio-Protocol. Vol 7, Iss 7, 4/5/2017, DOI: https://doi.org/10.21769/BioProtoc.2210 3. Geisterfer Z, Tezuka G and Tao L*(*Corresponding author). In vitro Microtubule Bundling Assay Under Physiological Conditions. Biol-Protocol. Vol 7, Iss 7, 4/5/2017, DOI: https://doi.org/10.21769/BioProtoc.2217 4. Tao L*, Fasulo B, Warecki B, Sullivan W. (*Corresponding author) Tum/RacGAP functions as a switch activating the Pav/kinesin-6 motor. Nat Commun. 2016 Apr 19;7:11182.

Research articles before joining UH Hilo 5. Acar S, Carlson DB, Budamagunta MS, Yarov-Yarovoy V, Correia JJ, Niñonuevo MR, Jia W, Tao L, Leary JA, Voss JC, Evans JE, Scholey JM. The bipolar assembly domain of the mitotic motor kinesin-5. Nat Commun. 2013;4:1343. 6. Tao L* and Scholey JM. (*Corresponding author) “Purification and Assay of Mitotic Motors.” Methods. Vol. 51, Iss. 2, 2010. ISSN 1046-2023 7. Civelekoglu-Scholey G,*, Tao L *, Brust-Mascher I*, Wollman R and Scholey JM. (*Co- first author) Prometaphase spindle maintenance by an antagonistic motor-dependent force

balance made robust by a disassembling lamin-B envelope. J Cell Biol. 2010 Jan 11; 188(1):49- 68. 8. van den Wildenberg S*, Tao L*, Kapitein LC, Schmidt C, Scholey JM, and Peterman EJG. (*Co-first author) The Homotetrameric Kinesin-5, KLP61F, Preferentially Crosslinks Microtubules into Antiparallel Orientations. Curr Biol. 2008 Dec 9; 18: 1860–1864. 9. Tao L*, Mogilner A, Civelekoglu-Scholey G, Wollman R, Evans J, Stahlberg H, Scholey JM. (*First author) A Homotetrameric Kinesin-5, KLP61F, Bundles Microtubules and Antagonizes Ncd in Motility Assays. Curr Biol. 2006 Dec 5; 16(23):2293-302. 10. Pan X, Ou G, Civelekoglu-Scholey G, Blacque OE, Endres NF, Tao L, Mogilner A, Leroux MR, Vale RD, Scholey JM. Mechanism of transport of IFT particles in C. elegans cilia by the concerted action of kinesin-II and OSM-3 motors. J Cell Biol. 2006 Sep 25; 174(7):1035-45. 11. Li J, Zhang D and Tao L*. Determination of the Dissociation Constant of Vitamin-Protein Complex by Fluorometric Analysis. (*Corresponding author) University Chemistry (Chinese). 2000; 15(3) 12. Li J and Tao L*. Attempts for Improving the Teaching Reform of Biochemistry Experiment. Laboratory Research and Exploration (Chinese). (*Corresponding author) 1999 Aug 1; 18(4): 38-41 Books Chen J, Tao L, Li J, Zhu W, Yuan Y. "Biochemistry Lab” (Chinese) ISBN 7-03-010989-9, 2003.

ABSTRACTS AND PRESENTATIONS

After joining UH Hilo 1. Tao L. Mind a GAP? -Tum/RacGAP is required to activate the Pav/kinesin-6 motor. Presented on Jan. 24 2017 at UH Cancer Center. 2. Brose L, Crest J, Tao L and Sullivan W. Polo kinase mediates the phosphorylation and cellular localization of Nuf/FIP3, a Rab11 effector. Presented at the 2016 Annual Meeting of the American Society for Cell Biology, San Francisco, California. 3. Tao L, Fasulo B, Warecki B, Sullivan W. Tum/RacGAP functions as a switch activating the Pav/kinesin-6 motor. Presented at the 2015 Annual Meeting of the American Society for Cell Biology, San Diego, California.

Before joining UH Hilo

4. Tao L, van den Wildenberg S, Kapitein LC, Schmidt C, Scholey JM, and Peterman EJG. The Homotetrameric Kinesin-5, KLP61F, Preferentially Crosslinks Microtubules into Antiparallel Orientations. Presented at the 2008 48th Annual Meeting of the American Society for Cell Biology, San Francisco, California. 5. Civelekoglu-Scholey G, Tao L, Brust-Mascher I, Wollman R and Scholey JM. Role of the Kinesin-5 versus Kinesin-14 Force-Balance in Prometaphase Spindle Maintenance. Presented at the 2008 48th Annual Meeting of the American Society for Cell Biology, San Francisco, California. 6. Tao L, Civelekoglu-Scholey G, Wollman R, Evans J, Stahlberg H, Mogilner A, Scholey JM. Reconstitution of Mitotic Force Balances From Purified Antagonistic Motor Proteins. Presented at the 2007 FASEB Summer Research Conferences, Indian Wells, California.

7. Tao L, Mogilner A, Civelekoglu-Scholey G, Wollman R, Evans J, Stahlberg H, Scholey JM. A Homotetrameric Kinesin-5, KLP61F, Bundles Microtubules and Antagonizes Ncd in Motility Assays. Presented at the 2006 46th Annual Meeting of the American Society for Cell Biology, San Diego, California. 8. Tao L, Evans J, Stahlberg H and J. M. Scholey. Molecular Analysis of the Mechanism of Action of KLP61F and Ncd. Presented at the 2004 44th Annual Meeting of the American Society for Cell Biology, Washington D.C.

SERVICES at UH Hilo - 2018 Hawaii District Science and Engineering Fair Judge - Member of UH Hilo Academic Policy Committee (2017-2018) - Department of Biology Instructor Search Committee, UH Hilo, Fall 2016. - Department of Biology Faculty Search Committee, UH Hilo, Spring 2015. - 2017 Hawaii District Science and Engineering Fair Judge - 2016 Hawaii District Science and Engineering Fair Judge - 2015 Hawaii District Science and Engineering Fair Judge

PROFESSIONAL AFFILATIONS - American Society for Cell Biology (ASCB). - American Association for the Advancement of Science (AAAS).

GRANTS - UH Hilo Seed Grant. Tao L (PI), Year 2017-2018. “Studying the Mechanism of Cytokinesis”. Awarded. - NIH INBRE III Pilot Projects Grant. Tao L (PI), Year 2017-2018. “Biochemical analysis of centralspindlin, a key motor complex to regulate cytokinesis”. Awarded. - UH Hilo Seed Grant. Tao L (PI), Year 2017-2018. “Studying the mechanism of cytokinesis”. Awarded. - UH Hilo Seed Grant. Tao L (PI), Year 2015-2016. “Regulation of Cell Division”. Awarded.

HONORS 2017, Nominated for UH Hilo Excellence in Teaching Award 2017, Nominated for BOR Excellence in Research Award 2016, UH Hilo Faculty Travel Award 2015, UH Hilo Faculty Travel Award 2007, FASEB Summer Research Conferences Travel Award. 2007, Chinese National Award for Outstanding Students Abroad. 1999, Outstanding Teaching Award of Nanjing University. 1998, Outstanding Teaching Award of Nanjing University. 1997, Outstanding Teaching Award of Nanjing University. 1996, Outstanding Teaching Award of Nanjing University. 1996, Award for Excellent Teaching Achievement in Biochemistry and Biochemistry Lab, Nanjing University. 1993, Outstanding Student Award of Nanjing University

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APPENDIX 4

Expectations of Biology faculty. This document was approved by Biology faculty in 2015 and outlines the expectations for Teaching, Research, and Service for faculty at the Associate Professor and Professor rank.

Expectations of UH Hilo Faculty in the Department of Biology October 2015

General Expectations of Instructional Faculty in the Department of Biology

UHH Instructional faculty are required to teach 24 credit hours, or equivalent, per academic year (Board of Regents’ Policy 9.214). In practice, for tenured or tenure track faculty, six credit/hours per year are considered released or reassigned time to permit faculty to engage in research and service activities. The required credit hours of instruction may vary based upon other equivalent duties taken on the by the individual, e.g., faculty senate chair, department chair, special assignment to the Chancellor, etc.

All faculty in the UH Hilo Department of Biology are expected to: • teach in some or all facets of the program; lecture and laboratory/field classes; distance learning and face-to-face classes, upper and lower division classes; major, service and General Education classes; undergraduate and graduate classes, as dictated by the needs of the program. • submit grades by posted deadlines • post class syllabi, containing the information specified by UH Hilo Policy (http://hilo.hawaii.edu/uhh/teaching/handbook/Syllabus.php) by the first day of class and to adhere to the syllabus except in extraordinary circumstances • advise approximately 10% of majors on their progress to graduation, including advice on classes to take in the coming semester, as well as advice on where on campus to seek academic and financial support and counseling if indicated • post a schedule of office hours (minimum of 2 hours/week) and to be available to students during those hours, except in extraordinary circumstances • advise students on employment and graduate and professional school opportunities • give students the opportunity to provide evaluation of their teaching

Full Professors Full Professors in the Department of Biology, in addition to the minimum qualifications for the rank, are expected to: • be mentors and role models to more junior colleagues. This includes sharing of course materials, assisting junior faculty with contract and tenure dossier preparation upon request, and observing the teaching of more junior colleagues upon request • periodically stand for election to serve as department and/or division chair and on Faculty Congress • serve on System and UH Hilo wide committees

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• maintain an active research program in one or more fields of Biology • provide mentorship to undergraduate and/or graduate students through internships or Directed Studies courses • produce works of scholarship that are published in peer-reviewed journals at an average rate of at least one per year • seek external financial support for research

Associate Professors The position of Associate Professor in the Department of Biology is expected to be a transitional period of 5-10 years between service as an Assistant and Full Professor. Associate Professors in addition to the minimum qualifications for the rank, are expected to: • be mentors and role models to Assistant Professors and Instructors. This includes sharing of course materials, assisting junior faculty with contract and tenure dossier preparation upon request, and observing the teaching of more junior colleagues upon request • periodically stand for election to serve as department and/or division chair and on Faculty Congress • serve on System and UH Hilo wide committees • maintain an active research program in one or more fields of Biology • provide mentorship to undergraduate and/or graduate students through internships or Directed Studies courses • produce works of scholarship that are published in peer-reviewed journals at an average rate of at least one per year • seek external financial support for research

Assistant Professors

The Department of Biology recruits Assistant Professors expected to successfully progress to the ranks of Associate and Full Professor at UH Hilo. First year Assistant Professors are not expected to be excellent teachers and established scholars but to diligently proceed to such levels of distinction by the time of mandatory tenure and/or promotion review. The service load of Assistant Professors in the Department of Biology is expected to be less than that of more senior colleagues to allow time to develop professionally as educators and scholars.

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