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