table of contents · careers in biotechnology, whether this career be in an academic, medical,...

Table of Contents

1. Abstract 3

2. Purpose and Goals 4 Table 1: Local programs offering a BA/BS or 6 equivalent in Biotechnology

3. Need and Justification 6

4. Student Interest/Enrollment 6 Table 2: Estimated Student Enrollment 7

5. The Curriculum 8 Table 3: Curriculum: Required and Elective Courses 8

Table 4: Sample Curriculum 10

6. Cost Assessment 11

A. Faculty 11 Table 5: Participating Faculty 11

B. Facilities and Equipment 12

C. Library and Instructional Materials 13

7. Evaluation: Internal Evaluation & Outcomes Assessment 13 Table 6: Program Assessment 14

8. Summary 15

Appendices

Appendix A: Course Descriptions for Required Courses 16 [Appendix B: Program Scheduling (See Table 3) 8]

Appendix D: Faculty Teaching Assignments 19 : New Resources 22Appendix F

Appendix G: Projected Revenue 23 Appendix I: Five-Year Financial Projection 24 Appendix N: Articulations with Bronx Community College and Queensborough Community College 25 Appendix O: Supporting Documentation 39 US Department of Labor: Industry Profile: Biotechnology US Department of Labor: Bureau of Labor Statistics: Biological Scientists Georgetown University Center on Education and the Workforce: The Economic Value of College Majors (Biology & Life Science Section excerpt only)

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Division of Science City College of New York - CUNY

BS in Biotechnology

1. Abstract

The field of biotechnology takes advantage of recent advances in molecular biological, chemical, and biophysical tools to modify living organisms for a specific purpose, such as for drug development, stem cell biology, improved agricultural crops, personalized medicine, or environmental cleanup. The City College of New York proposes to initiate a Bachelor’s of Science degree in Biotechnology. The goal of this program is to prepare our students for careers in biotechnology, whether this career be in an academic, medical, biotechnology, or pharmaceutical setting. Biotechnology remains one of the growth areas. The Department of Labor cites an upcoming shortage of trained biotechnology technicians (US Department of Labor, Employment and Training Administration, Aug. 25, 2008). In 2003, the biotechnology and pharmaceutical industries in New York employed 54,469 people and New York ranked sixth in the number of biotechnology companies; 10 incubators and science parks, including one at SUNY Stony Brook, have been built in the state and 11 more are in development, including one at SUNY Downstate (Hevesi, A.G., Bleiwas, K.B. “The Economic Impact of the Biotechnology and Pharmaceutical Industries in New York”, Report 11-2005). The US Department of Labor indicated that “biological technicians, a key biotechnology occupation, is expected to grow by 28.2 percent between 2004 and 2014, while the occupation of biological scientists is projected to grow by 17.0 percent (US Bureau of Statistics, National Employment Data)” (US Department of Labor, Employment and Training Administration, Aug. 25, 2008); the projected employment of biological scientists was recently updated to 21% growth (US Bureau of Labor Statistics, Occupational Outlook Handbook, 2010-2011 edition). As President Obama mentioned in his 2012 State of the Union Address: “Growing industries in science and technology have twice as many openings as we have workers who can do the job.” City College is addressing these concerns by offering an affordable BS degree in Biotechnology that combines classroom learning with hands-on research experiences to prepare our undergraduate students for excellent entry-level job opportunities in biotechnology, the pharmaceutical industry, and academic research laboratories and provide them with a competitive edge during these difficult economic times.

The Science Division recognizes that training in biotechnology must be interdisciplinary so that the full range of tools can be harnessed to modify organisms. However, this training is based on a firm foundation and understanding of the biological sciences. Hence, the program starts with core course training in the biological sciences. Afterwards, course training to understand how scientific tools, including biological, biochemical and biophysical tools, can be employed to modify organisms is integrated with research experiences. The Science Division will exploit its multi-disciplinary strengths in research and mentoring to enable students to perform cutting-edge scientific research and prepare them for future endeavors in biotechnology.

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Division of Science City College/CUNY

BS in Biotechnology

2. Purpose and Goals

a & b. Statement of purpose and Explanation of educational & career objectives for students, including national or local educational trends The Science Division at City College of New York proposes to initiate a BS degree in Biotechnology. The goal of this program is to prepare our students for careers in biotechnology, whether this career be in an academic, medical, or pharmaceutical setting. Biotechnology remains one of the growth areas. For instance, Forbes Magazine (K. Dolan, June 7, 2004) indicated that “Biotechnology has become the must-have industry for a growing number of U.S. states, with its promise of high-paying jobs and potential future growth”. The biotechnology industry alone employed 713,000 workers in 2002 and this number is expected to grow to 814,000 workers by 2007 (US Department of Labor, Employment and Training Administration, Aug. 25, 2008; attached in Appendix O; current government numbers will not be available until the end of 2012). The Department of Labor has also indicated that “biotechnological research and development should continue to drive much faster than average employment growth” (US Bureau of Labor Statistics, Occupational Outlook Handbook, 2010-2011 edition; attached in Appendix O). In addition, Mayor Michael Bloomberg recently solicited proposals for a new College for Applied Sciences and indicated that New York City would contribute $100-400 million in land and infrastructure improvements (Perez-Pena, R. New York Times, Oct. 16, 2011, Nov. 7, 2011). Biotechnology is an applied science that fits the profile of a field in which New York City is trying to invest. Of all Biology and Life Science majors in the labor workforce, 81% are employed full-time (The Economic Value of College Majors; Georgetown University; see Appendix O). An affordable BS degree in Biotechnology will prepare our students for excellent entry-level job opportunities in biotechnology, the pharmaceutical industry, and academic research laboratories; the required research experience will provide them with a competitive edge in obtaining a position during these difficult economic times.

c & d. Discussion of faculty expertise and commitment and Effect of the proposed program on City College The Science Division recognizes that training in biotechnology must be interdisciplinary so that the full range of tools can be employed to modify organisms. Students will be first given a firm foundation in the biological sciences. From this foundation, students will build and branch into other scientific disciplines, so that students are trained to take a well-rounded, multidisciplinary approach towards attacking biological problems. The coursework will be reinforced by training in research laboratories where students will perform cutting-edge scientific research. The Science Division will exploit its strengths in research and mentoring for this new program. Research will focus on a scientific discipline that incorporates the methodologies and skills necessary for applications in biotechnology. With the proposed BS degree in Biotechnology, students will have increased career options, including entrance into the job market as well as preparation for graduate and medical schools. New York is a biotechnology center that needs well-trained and qualified staff. The US Department of Labor indicated that “biological technicians, a key biotechnology occupation, is expected to grow by 28.2 percent between 2004 and 2014, while the occupation of biological scientists is projected to grow by 17.0 percent (US Bureau of Statistics, National Employment Data)” (US Department of Labor, Employment and Training Administration, Aug. 25, 2008; see Appendix O). To remain globally competitive in the science and engineering fields, the Department of Labor has warned that the need for more

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skilled workers in biotechnology than are currently enrolled in education and training programs must be addressed (US Department of Labor, Employment and Training Administration, Aug. 25, 2008).

e. Relationship of the program to the mission/priorities of City College “Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering” (Expanding Underrepresented Minority Participation, Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline; Committee on Science, Engineering, and Public Policy; Policy and Global Affairs; National Academy of Sciences, National Academy of Engineering, and Institute of Medicine). Furthermore, the number of people from economically disadvantaged backgrounds in academia, biotechnology, and the pharmaceutical industry are also very low. The undergraduate students in the Biology, Chemistry, and Physics Departments include many from underrepresented minorities and economically disadvantaged populations who have the interest and ability needed to succeed in research. In addition, we currently have a partnership with Bronx Community College to increase the number of Hispanic students in biotechnology and are trying to form new partnerships with LaGuardia and Hostos Community Colleges to increase the number of Hispanic students in STEM fields. These programs will promote access to research opportunities that help students gain hands-on research experience and build better resumes. Students will also be trained in scientific communication and writing and will be expected to present their research at local and national meetings (e.g., the CCAPP Science Day and the Annual Biomedical Research Conference for Minority Students). Faculty members in Biology, Chemistry, and Physics are active researchers with demonstrated expertise to provide the mentorship and training for these students. Students will be exposed to role models from underrepresented populations who have successfully reached higher levels of educational and professional attainment.

f. Extent to which the proposed program complements existing programs at City College Currently, many courses in several departments at City College teach different aspects of biotechnology. By its very nature, biotechnology is not one discipline, but the interaction of multiple disciplines. By creating an interdisciplinary major, we can require courses focused on biotechnology from several departments to develop a program that recognizes the many aspects of biotechnology and expose the students to a multi-faceted approach to questions in biotechnology. Hence, no new courses will be created per se for the program, but existing courses from multiple departments will be combined to create a unique interdisciplinary program. Furthermore, this degree program will be unique in requiring that students perform scientific research, an integral part of biotechnology.

g. Examination of the potential quality of the proposed program to comparable programs within CUNY and outside the University This program is a very campus-specific program. The Biology, Chemistry, and Physics Departments at City College have many active research laboratories and, as such, City College is an excellent campus for such a program. Although Hunter College currently offers a MA degree in Biology with a Specialization in Biotechnology, only York College among the senior CUNY colleges offers a BS in Biotechnology. One major difference between the proposed program and the one offered at York College is the required research component for the proposed degree (Table 1). Because the students for the proposed degree program will have required research credits, they must not only satisfy the laboratory component, but as part of the course requirements, they will also be submitting papers on their research projects. The combined hand-on experience and their training in scientific writing will uniquely prepare the students for their future careers, whether that be in medicine, biotechnology, pharmaceutical

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industry, or academic research. Furthermore, this program plays to the strengths of City College; namely, City College is well-known for its research prowess in the sciences and for its large number of research labs. Our students will be uniquely positioned to choose among many active research labs represented by three departments for their research projects.

Within the local New York City area, we have not found any non-CUNY schools that offer a BS in Biotechnology (Table 1). Hence, City College is well-poised to offer an attractive, affordable program to New York City residents that incorporates excellent classroom teaching with hands-on experiences in the laboratory.

Table 1. Local programs offering an BS in Biotechnology or equivalent College/University Degree Awarded Research

Experience Tuition Costs

York College/CUNY BS in Biotechnology

optional $215/credit NYS resident; $460/credit out-of-state

SUNY Cobleskill BS in Biotechnology

None $220/credit NYS resident; $597/credit out-of-state

SUNY Upstate Medical University

BS in Medical Biotechnology

None $220/credit NYS resident; $597/credit out-of-state

Penn State University BS in Biotechnology

optional $630-722/credit PA resident; $1134-1237/credit out-of-state

Central Connecticut State University

BS in Biomedical Sciences with a Specialization in Biotechnology

None $384/credit CT resident; $392/credit out-of-state

#Tuition/credit compared because of differing sets of data available from other schools.

3. Need and Justification The biotechnology field is a growth area that will continue to provide many job opportunities in the foreseeable future. The US Department of Labor indicated that “biological technicians, a key biotechnology occupation, is expected to grow by 28.2 percent between 2004 and 2014, while the occupation of biological scientists is projected to grow by 17.0 percent (US Bureau of Statistics, National Employment Data)” (US Department of Labor, Employment and Training Administration, Aug. 25, 2008; see Appendix O); the projected employment of biological scientists was recently updated to 21% growth (US Bureau of Labor Statistics, Occupational Outlook Handbook, 2010-2011 edition; attached in Appendix O). The proposed program meets the needs of many important constituencies. While some Biology and Chemistry majors decide to pursue a medical or doctoral degree, many of our majors ultimately join the workforce. The existence of this program will offer increased opportunities for employment in professional careers to undergraduates attending City College, including undergraduates transferring from community colleges; these career opportunities include entry-level positions in biotechnology and pharmaceutical companies. Our students, particularly those from underrepresented populations, should be able to take advantage of these opportunities. While many entry-level jobs can be filled by majors in many biological disciplines, our students will have a competitive edge because of their required hands-on research experience. During this experience, students will employ critical thinking skills to address scientific problems in the laboratory. In addition, we

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anticipate that our graduates will be fast-tracked into graduate programs in the sciences due to the research experience that they gain in our program.

Students graduating with a BS in Biotechnology and taking a Biological Technician position have an average mean salary of $44,730 (US Department of Labor, Bureau of Labor Statistics, 19-4021 Biological Technicians, May 2009; see Appendix O). As indicated previously, biotechnology is among the most active research fields; biological scientists working in pharmaceutical or biotechnology companies, form the core of the research operations in the industry (US Department of Labor, Bureau of Statistics, Guide to Industries, 2010-2011 Edition).

4. Student Interest/Enrollment a. Present and projected student demand i. Recruitment: We will recruit students from among undeclared science majors and transfer students, particularly from CUNY community colleges, and will make special efforts to include populations that are currently underrepresented in the biomedical sciences. In addition, we anticipate that high school students may choose City College because an excellent and affordable BS in Biotechnology Program is being offered.

Undergraduate students at City College The ease of recruiting undergraduate students from underrepresented minorities and economically disadvantaged populations into the BS in Biotechnology Program is suggested by the demographics of City College: namely, over half of our undergraduates are African-Americans or Hispanics and many of our students come from families who are economically disadvantaged.

Transfer students from Community Colleges City College accepts many transfer students from the CUNY community colleges, some of who have research experience from their campuses (such as the Borough of Manhattan Community College and LaGuardia Community College). We expect that this program will also be of interest to students transferring from community colleges.

ii. Projected enrollment: We expect that the program will be small initially (Table 2), but eventually grow to 30 students as more City College students and community college students learn about the program. The Biology, Chemistry, and Physics Departments will try to recruit motivated and high-quality students into the program.

Table 2. Estimated Student Enrollment* Year 1 Year 2 Year 3 Year 4 Year 5

New Cont. New Cont. New Cont. New Cont. New Cont. F/T 3 5 3 7 8 7 13 7 18 P/T 1 0 2 1 2 3 2 5 Subtotal 3 6 3 9 9 9 16 9 23 Total 3 7 18 25 31 *Does not include attrition rates. Students will not enter the program until their second academic year because of requirements that need to be satisfied before declaring the Biotechnology major.

b. Admissions, Selection process, and Advisement and counseling Prospective students are expected to have a strong science background and a desire to perform research. Students will first be considered for admission into the Science Division at City College. To be considered for admission into the Biotechnology major, students will need to have finished some of the core courses in Biology (Bio 10100 & 10200), Chemistry (Chem

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10301 & 10401), and Mathematics (Math 20500 or Math 20100) and have at least a 2.75 GPA in the sciences. Similarly, students transferring with an Associate’s degree will need a 2.75 GPA in the sciences. Upon acceptance into the program, each student will be assigned a faculty advisor, who will guide the student through his/her coursework and help the student find a research mentor.

Administration: Because the degree will be interdisciplinary and not centered in a department, the degree will draw its administrative structure from the three major participating departments: Biology, Chemistry, and Physics. An Executive Committee of five faculty members will be in charge of running the program; the President will initially appoint the committee members and select one as the Program Director to head the Executive Committee. The Executive Committee will be composed of three members from Biology, one member from Chemistry, and one from Physics. In subsequent years, all Biotechnology faculty members, as listed under Faculty (Table 5), will be eligible to vote for Executive members within their respective disciplines (e.g., Biology members will be eligible to vote on the Biology Executive Committee members); the Executive Committee members will vote on the Program Director. If the interest areas among the students shift, the composition of the Executive Committee will be changed accordingly. The office of the Dean of Science will provide administrative support for the program. All members of the Biotechnology faculty, however, are expected to advise students on coursework.

c. Support Services Before declaring a major, all Science Division students are advised by the City College Academy of Professional Preparation (CCAAP) office, which is run by Dr. Millicent Roth. Once a student declares Biotechnology as his/her major, the student will be advised by a member of the Biotechnology faculty for his/her remaining time at City College. Besides their advising duties, the CCAAP office also provides tutoring services, peer-to-peer mentoring, and advice on navigating City College. In addition, CCAAP sponsors career panels, Parents’ dinners, and other activities, many of which play an integral part in retaining students.

5. The Curriculum Students are expected to satisfy the requirements for a BS. These requirements include basic course work as well as original scientific research. The course work requirements will provide sophistication in understanding the latest medical developments and advances in the biological sciences. The research component will provide hands-on training in approaching scientific problems and technical skills to address these problems in the laboratory. By performing class work and research, students will receive integrated training in comprehending the scientific literature, analyzing data, and critically drawing conclusions. Required core courses are drawn from the Biology, Chemistry, Mathematics, and Physics departments. No new courses are being proposed.

Proposed Program of Study A total of 120 credits are required for the BS in Biotechnology (Table 3).

Table 3. Curriculum: Required and Elective Courses All courses are existing courses

Number of credits Prerequisites Required General Education Courses

35

FIQWS Freshman Inquiry Writing Seminar

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8

SPEECH 11100 (3 cr) 3 ENGL 21000 Introduction to Academic Writing

3

5 Perspective courses chosen from Artistic, Global, Literary, Logical/Philosophical, Self & Society, and US Society

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Foreign Language Requirement 8

Required Core Courses 32-34 BIO 10100 Biological Foundations I 4 MATH 19000 BIO 10200 Biological Foundations II 4 BIO 10100 CHEM 10301 General Chemistry I 4 MATH 19500 CHEM 10401 General Chemistry II 4 CHEM 10301 MATH 20100 Calculus I, 20200 Calculus II, and 20300 Calculus III OR MATH 20500 Elements of Calculus and 20900 Elements of Calculus and Statistics

8-10 MATH 19500 and the previous Math course in the sequence

PHYS 20300-20400 OR PHYS 20700-20800 General Physics

8 PHYS 20300 for PHYS 20400; MATH 20200 for PHYS 20700; PHYS 20700 for PHYS 20800

Required Biology Courses 13 BIO 20600 Introduction to Genetics 4 BIO 10200 BIO 22900 Cell & Molecular Biology 4 BIO 20600 BIO 48300 Laboratory in Biotechnology

5 BIO 22900

Required Chemistry Courses 12 CHEM 26100 Organic Chemistry I 3 CHEM 10401 CHEM 26200 Organic Chemistry Laboratory I

2 CHEM 10401 & CHEM 26100; coreq. CHEM 26300

CHEM 26300 Organic Chemistry II 3 CHEM 26100 CHEM 45902 Biochemistry I 3 CHEM 26300

Required Ethics Course 3 ENGR 30000 Impact of Biomedical Technology OR PHIL 34905 Applied Ethics: Medical Ethics

3 ENGR 30000: SOC 10500 or ANTH 10100 or ECO 10000 or PHIL 34903 or honors liberal arts course

Required Research Courses* 6 BIO 31000 (or BIO 30100-30300) OR CHEM 31001-31004 (or CHEM 30100-30400) OR PHYS 31000 (or PHYS 30100-30300)

6 Must apply for acceptance. Different departments have different GPA requirements

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Electives 11 SCI 28000 Bioinformatics & Biomolecular Systems

4 BIO 10100 & 10200 OR CHEM 10301 & 10401; co-req: BIO 20600

BIO 35000 Advanced Microbiology^ 4 BIO 22900 BIO 35500 Introduction to Scientific Literature using CREATE

4 BIO 20600 or BIO 22900

BIO 37500 Developmental Biology 3 BIO 22900 BIO 38000 Eukaryotic Genetics 4 BIO 22800 & BIO 22900 BIO 41000 Cell Development & Cellular Senescence

3 BIO 22900

BIO 42000 Virology 4 BIO 22900 & BIO 35000 BIO 42500 Cancer Biology 4 BIO 22900 CHEM 33500 Physical Biochemistry 5 CHEM 24300, CHEM 26300,

& CHEM 33000 CHEM 40600 Environmental Chemistry

3 CHEM 24300 & CHEM 26100

CHEM 48005 Biochemistry II 3 CHEM 45900 PHYS 31500 Medical Physics 3 PHYS 20400 or PHYS 20800 PHYS 42200 Biophysics 3 MATH 202 or MATH 209 AND

PHYS 20400 or PHYS 20800 PHYS 52200 Biomedical Physics 3 PHYS 42200

General electives to fulfill 120 credits 3-5 Total 120

Sample curriculum for the BS degree in Biotechnology

The division has diverse strengths in multiple areas of biotechnology. Students in the program will follow a curriculum that emphasizes their research focus. A sample curriculum (Table 4) is included below with an emphasis on Biology. Science courses for the Biotechnology major are indicated in bold. Please note that the core courses in Biology, Chemistry, Physics, and Mathematics are offered in both the fall and spring semesters.

Table 4: Sample curriculum for students with a Biology research focus Fall Spring Fall Spring Course Title Cr. Course Title Cr. Course Title Cr. Course Title Cr. Biological Foundations I

4 Biological Foundations II

4 Introduction to Genetics

4 Cell & Molecular Biology

4

Elements of Calculus

4 Elements of Calculus & Statistics

4 General Chemistry I

4 General Chemistry II

4

FIQWS 6 Introduction to Academic Writing

3 Perspective course


3

Perspective course



3

Total Credits 14 14 14 14

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Fall Spring Fall Spring Course Title Cr. Course Title Cr. Course Title Cr. Course Title Cr. Cancer Biology

3 Laboratory in Biotechnology

5 Biochemistry I 3 Medical Ethics 3

Organic Chemistry I

3 Organic Chemistry II

3 Independent Study

3 Advanced Microbiology

4

Bioinformatics & Biomolecular Systems

4 Independent Study

3 General Physics

4 General Physics

4

Perspective course

3 Speech 3 Organic Chemistry Lab I

2 Elective 3

Elective 2 Elective 3 Elective 3 Elective 3 Total Credits 15 17 15 17 Assumes student has fulfilled the language requirement in high school. @For students with a high GPA (such as a GPA of 3.5 or higher in Biology), they should take the Honors Research sequence instead.

6. Cost Assessment

A. Faculty: Qualifications Two criteria will be used to determine Biotechnology faculty. First, the faculty member must teach within the Biotechnology curriculum (either at the undergraduate or graduate level). Second, because the program has a required research component, the faculty member must have an active, externally funded research program, although exceptions will be made for starting faculty members or faculty members between grants. Faculty members can also petition the Executive Committee for inclusion into the program.

The faculty members needed to teach courses for the program are already available in the Biology, Chemistry, and Physics Departments; all faculty members with the professorial rank in these three departments have doctoral degrees and are full-time tenured or full-time tenure-track (Table 5). In addition, if these departments hire new faculty members who are appropriate, they will be considered for the program. Because all students are required to perform research, the number of research slots in a laboratory is limiting and could limit the growth of the program. We anticipate, however, that new faculty will be hired in the future and will be able to accommodate the growth of the program. In addition, City College has a partnership program with Memorial Sloan Kettering Cancer Center (MSKCC) that is directed by Prof. Karen Hubbard. Hence, the MSKCC partnership offers additional laboratory opportunities for our students. Lastly, the ability of the faculty to obtain external funding to support research in the lab can potentially be a rate-limiting factor. Thus far, with the exception of Kamilah Ali, who started Fall 2010, and Tadmiri Venkatesh, who just became Chair of Biology and is currently between grants, all of the faculty members listed below are funded with external research grants and we expect that they will be similarly funded in the future.

Table 5: Participating Faculty Faculty Member Department Title Ali, Kamilah Biology Assistant Professor Bu, Zimei Chemistry Associate Professor Caplan, Avrom Biology Professor Ghose, Ranajeet Chemistry Professor Govind, Shuhba Biology Professor

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Gunner, Marilyn Physics Professor Guyden, Jerry Biology Professor Hubbard, Karen Biology Professor Janakiraman, Anuradha Biology Assistant Professor John, George Chemistry Associate Professor Koder, Ronald Physics Assistant Professor Lazaridis, Themis Chemistry Professor Li, Christine Biology Professor Pezzano, Mark Biology Associate Professor Rodriguez-Contreras, Adrian Biology Assistant Professor Ryan, Kevin Chemistry Associate Professor Saleque, Shireen Biology Assistant Professor Stark, Ruth Chemistry Distinguished Professor Venkatesh, Tadmiri Biology Professor

Courses The required courses are already available at City College. As mentioned above, we are creating an interdisciplinary program that combines elements from several departments. New courses will be added to the elective list accordingly. However, as the program grows, new sections, and therefore new faculty and/or adjunct positions, will need to be added. The largest bottleneck will be the laboratory-based courses, such as Laboratory in Biotechnology and Organic Chemistry Laboratory, which are limited in the number of students that can safely be accommodated in the laboratory room. As the size of the program grows to 30 students, additional sections will need to be added; these sections will incur additional lab expenses and need additional adjunct positions and CLT support (see next paragraph).

As is currently the case in the Science Departments, adjunct funding is only needed to man the laboratory sections to the courses that have a lecture and laboratory component. The faculty members (all with doctoral degrees) routinely give the lectures in the courses, while the graduate students, who are hired as adjuncts, are responsible for leading the laboratory sections, whose exercises have been designed by the faculty members. The laboratory sections are prepared by the College Laboratory Technicians (CLTs). Because we are not adding any additional courses, we do not anticipate additional CLTs at the inception of the program. However, we anticipate that the program size will begin to grow in the third year and additional sections will need to be added. This added burden will require additional CLT support.

A table of possible teaching assignments for the courses is listed in Appendix D; faculty assignments for general education requirements were not included.

B. Facilities and Equipment Because the program uses current courses from multiple departments to form the basis of the program, the inception of the program will not require any additional facilities or equipment. Moreover, Profs. Millicent Roth and Christine Li of the Science Division are co-PIs with faculty from the Bronx Community College of a current Department of Education grant, which provided funding to upgrade equipment in current biology courses with cell and molecular biology components. However, as the Biotechnology program grows (e.g., when the program reaches 20 students), we will need to add more sections to some of the courses; at that time, more equipment and supplies will be needed as well as graduate student adjuncts to help run the sections (Appendix F). Prof. Li will continue to submit educational grants to the Department of Education and National Science Foundation to help defray some of the equipment costs.

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C. Library & Instructional Material Most of the needs of Science Division faculty are online scientific journals. City College currently has sufficient online scientific journal subscriptions to satisfy this program’s needs; there are no additional costs to the library with the additional students using the online subscriptions.

7. Evaluation: Internal Evaluation and Outcomes Assessment

The main objectives of the program evaluation are: (1) to document, interpret, and assess student, faculty, and institutional outcomes; (2) to compile evidence of how the program activities/components have led to specific improvements in classroom instruction and learning outcomes, student/faculty engagement and satisfaction, student retention, and degree attainment; and (3) to demonstrate how assessment activities and their results, in turn, are utilized to make mid-term corrections.

In particular, the evaluation design will measure the extent to which program efforts are linked with measures of engagement and capacity, as well as the extent to which these measures are linked with student success measures (retention, credit accumulation, GPA, course success, and degree attainment). Engagement will be measured by survey data reflecting students’ reported attitudes. Capacity will be measured by specific performance benchmarks, such as course passing incidences, credit accumulations, and grade point averages. It is expected that this systemic approach will result in increases in student enrollment, retention rates, and graduation rates.

a. Methods provide performance feedback/permit periodic assessment of progress. The evaluation design will include formal assessment at different points in time, with equal weight given to formative and summative evaluations. Formative evaluations will provide for mid-course corrections and on-going program improvement, based on programmatic feedback and interviews with faculty and student participants. Summative evaluations will occur at the end of each academic year to determine if specific objectives and benchmarks have been met.

b. Methods of evaluation include objective performance measures clearly related to intended outcomes and will produce quantitative & qualitative data to the extent possible.

The specific goals of this program are to increase student awareness in a new major and the opportunities in the work place after graduation. With active monitoring from faculty advisors, particularly by research mentors, we expect that student retention and completion within 6 years will be above the current City College graduation rate of less than 30% in the sciences.

The CCAAP office will be involved in the following assessments: 1) Student performance on core required courses. Students who are doing poorly will be referred for tutoring. 2) Student retention. 3) Student graduation within 6 years. 4) Student placement into biotechnology positions.

Some indicators and sources of evidence will be considered as follows:

Objective 1: Continuity Indicators Sources of Evidence Curriculum and coursework integration Faculty analysis and evaluation of alignment of

course content and skill requirements across all required courses (transcript analysis and

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survey/interview review) Curriculum Progression Tracking record of student advisement

sessions, student registration data, and transcript analysis

Objective 2: Capacity Indicators Sources of Evidence Knowledge and skill acquisition (basic and more advanced)

Test results, assignment grades, course pass rates

Overall academic performance Grade point average, credit accumulation, retention, graduation

Attitudes – knowledge/skill acquisition, academic performance, and impact of/satisfaction with capacity-building efforts

Faculty, student, tutor interviews, surveys, focus groups

Table 6. Program Assessment: Expected learning and program outcomes, performance measures, and indicators Main learning and program outcomes

Performance Measures Performance Indicators

1) Understand the basic structure and function of biological molecules as they relate to cell structure and function.

Exams in courses Student performance on exams

2) Acquire knowledge of the central dogma of molecular biology and the processes that control the molecular basis of inheritance.


3) Understand the basis of how gene expression is controlled.


4) Acquire ability to analyze scientific data, formulate scientific questions, and test hypotheses.

Ability to understand scientific papers; ability to propose experiments for research project

Evaluation by faculty mentor

5) Understand the impact of biotechnology as it relates to humans as well as global health and the study of biology


6) Evaluate how much student learned to conduct research and had an overall understanding of project

Student presentations in research symposium; research papers written for Honors or Independent Studies; self-assessment by student

Evaluation by faculty mentor; grade of research paper; grades for research courses

7) Evaluate research skills learned by student

Student presentations in research symposium; research papers written for

Evaluation by faculty mentor; grade of research paper; grades for research courses

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Honors or Independent Studies; self-assessment by student

8) Evaluate how student learned and performed in scientific writing

Research papers written for Honors or Independent Studies

Grade of research paper

9) Evaluate how student learned and performed on oral scientific presentations

Presentations in research symposium and number of research presentations at departmental, local, national, and international meetings; self-assessment by student

Faculty evaluation

10) Evaluate how well students complete program within six years

Calculate number of students who start and finish major

Graduation rates of students after six years

11) Evaluate effectiveness of program in job outcomes

Assessment by student Number of students entering industry or academic research positions

12) Evaluate how students viewed research before and after participation in this program

Assessment by student Number of students pursuing graduate degrees (MA or PhD) or careers with research component

13) Evaluate how much students learned about career options

Assessment by student Post-baccalaureate paths taken by students

8. Summary Biotechnology is a high-growth field with the potential to provide well paying jobs. The Science Division at the City College of New York has many active research faculty members. These faculty members have an extensive history of teaching Biology, Chemistry, and Physics majors, as well as mentoring undergraduate students for Honors research and independent study. Many of the faculty members have a track record of publications with undergraduate students as co-authors. The demographics of City College is such that many of the Science Division majors are from populations that are currently underrepresented in academia, biotechnology, and the biomedical fields. The BS in Biotechnology program will allow undergraduates to not only fulfill their course requirements, but also receive intensive research training in the laboratory. The benefits of creating such a program to students at City College, including transfer students from CUNY community colleges, are immense. The program will provide excellent training for future graduate training, a strong foundation for a career in biotechnology or pharmaceutical industry, and a mechanism to move under-represented minorities into well paying, highly skilled entry-level jobs.

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Appendix A: Course Descriptions of Required Courses Beyond General Education Courses Only

Biology

10100: Biological Foundations I Introduction to biology, emphasizing primarily the cell and molecular levels of organization. Topics include characteristics of life, cellular organization and diversity, chemistry of life, bioenergetics, reproduction and early development, and major living groups. The course features in-depth study of selected topics that are foundational for upper level study. Students develop critical thinking and technical skills that are essential for mastering the content areas and being successful in upper level courses. These include: vocabulary skills, critical thinking, collaborative learning, microscopy, collection and handling of scientific data, and elements of scientific investigation. Required for Biology majors. Pre- or coreq.: Math 19000, 19500, 20100, 20500. 3 lect., 3 lab., hr./wk.; 4 cr.

10200: Biological Foundations II Second semester of introductory biology, emphasizing organismic biology, evolution, and ecology. Topics include heredity, macro- and microevolution, structure and function of body systems, and ecology. The course features a survey of topics in lecture and in-depth study of selected topics in laboratories and workshops. Students develop critical thinking and technical skills that are essential for mastering the content areas and being successful in further study. These include: vocabulary skills, problem solving, collaborative learning, computer skills, experimental design, collection and analysis of scientific data, and preparing scientific reports. Laboratories make use of the Biology Department Vivarium enabling students to study living organisms. Required for Biology majors. Prereq.: a grade of C or better in Bio 10100 or an equivalent course or permission of the instructor. 3 lect., 3 lab., hr./ wk.; 4 cr.

20600: Introduction to Genetics A thorough introduction to the principles of genetics. Using a combined cell biological and Mendelian approach, the course covers DNA organization, chromosome structure, genes and alleles, and transmission of genetic information in normal and genetically compromised organisms. Required for Biology majors. Prereq.: Bio 10100 and 10200 or equivalent. 3 lect., 1 rec. hr./wk.; 4 cr.

22900: Cell and Molecular Biology Fundamental concepts at the cellular and molecular level of living organisms, including structure, metabolism, genetic continuity, and response mechanisms. Prereq.: Bio 10200, Pre-or coreq.: Chem 26100; bio 20600. 3 lect., 3 lab. hr./wk.; 4 cr.

48300: Laboratory in Biotechnology Introduction to DNA isolation, restriction mapping, gene cloning in plasmids and viruses, construction of libraries and other techniques of gene manipulation. Emphasis will be on application of recombinant DNA technology. Prereq.: Bio 22900 and permission of instructor. (W) 2 lect., 6 lab. hr./wk.; 5 cr.

Biomedical Engineering

30000: Impact of Biomedical Technology This course emphasizes community health care concerns in an urban environment. It has two central themes: (a) Assessment of biomedical technology in the context of urban health needs,

16

and (b) Social and cultural impact of biomedical technology. Prereq.: Soc. 10500 or Anth 10100 or Eco 10000 or Phil 34903 or honors liberal arts course. 3 hr./wk.; 3 cr.

Chemistry

10301: General Chemistry I This is the first semester of a two-semester general chemistry course-sequence. An in-depth introduction to the fundamental laws and techniques of chemistry for majors in science and engineering. Topics include: measurement; stoichiometry; the gaseous state; thermochemistry; atomic structure and chemical bonding; redox reactions; solids, liquids and intermolecular forces. Prereq.: Math 19500. 3 lect., 2 lab. hr, 2 wrkshp hr./wk; 4 cr

10401: General Chemistry II This is the second semester of a two-semester general chemistry course-sequence. An in-depth introduction to the fundamental laws and techniques of chemistry for majors in science and engineering. Topics include: chemical kinetics; chemical equilibrium; acids and bases; free energy, entropy, and the second law of thermodynamics; electrochemistry; advanced bonding concepts; metals and coordination chemistry; nuclear chemistry. Prereq.: Chem 10301. 3 lect., 3 lab. hr., 1 wrkshp hr./wk.; 4 cr

26100: Organic Chemistry I An introduction to the chemistry of carbon compounds, current interpretation of the reactions and properties of these compounds. Prereq.: Chem 10401. 4 hr./wk.; 3 cr.

26200: Organic Chemistry Laboratory I (For non-Chemistry majors) Exercises involving the preparation and purification of carbon compounds. Prereq.: Chem 10401 and Chem 26100. Coreq.: Chem 26300. 4 lab. hr./wk.; 2 cr.

26300: Organic Chemistry II A continuation of Chem 26100. Prereq.: Chem 26100. 4 hr./wk. 3 cr.

45902: Biochemistry I The course covers the cellular biochemistry of amino acids, proteins, enzymes, carbohydrates, lipids, and nucleic acids. Prereq.: Chem 26300. 3 hr./wk.; 3 cr.

Mathematics

20100: Calculus I Limits, derivatives, rules of differentiation, trigonometric functions and their derivatives, differentials, graph sketching, maximum and minimum problems, related rates, conic sections, introduction to vectors. Prereq.: grade of C or higher in Math 19500 or placement by the Department. Credit will be given for only one of the following courses: Math 20100 (part of sequence 20100, 20200, 20300) or 20500. 4 hr./wk.; 3 cr.

20200: Calculus II Introduction to integration and areas: application to solids and revolution and work; definition of exponential and logarithmic functions; integration of trigonometric, exponential and logarithmic functions; analytical and numerical methods of integration, improper and infinite integrals, polar coordinates; parametric representation of curves. Prereq.: grade of C or higher in Math 20100 or placement by the Department. After completion of Math 20900, only 3 credits will be given for Math 20200. (Part of sequence 20100, 20200, 20300.) 4 hr. lect./wk.; 3 cr.

17

20300: Calculus II Vectors, infinite series, Taylor's theorem, solid analytic geometry, partial derivatives, multiple integrals with applications. Interpretations and calculations using Matlab software. Prereq.: Grade of C or higher in Math 20200 or placement by the Department. 4 hr./wk.; 1 hr lab./wk.; 4 cr.

205: Elements of Calculus Limits, derivatives, rules of differentiation, differentials, graph sketching, maximum and minimum problems, related rates, exponential and logarithmic functions, differential equations, anti-derivatives, area, volume, applications to economics. Prereq.: grade of C or higher in Math 19500 or placement by the Department. Credit will be given for only one of the following courses: Math 20100 or 20500. 4 hr./wk.; 4 cr.

209: Elements of Calculus and Statistics Introduction to differential equations including numerical method; qualitative analysis of solutions; phase plane analysis for systems; biological applications; analysis of univariate and bivariate data; regression and correlation; random variables; the normal, Poisson and binomial distributions; statistical inference. A spreadsheet program such as Excel is used throughout the course. Prereq.: Math 20500 or placement by the Department. (Part of sequence 20500, 20900 for Biology majors.) 4 hr./wk.; 4 cr.

Philosophy

34905: Applied Ethics: Medical Ethics Critical analysis of moral issues and dilemmas as they arise in various professions and everyday situations. (W) 3 hr./wk.; 3 cr.

Physics

20300-20400: General Physics For majors in the life sciences (biology, medicine, dentistry, psychology, physical therapy) and for liberal arts students. Fundamental ideas and laws of physics from mechanics to modern physics. Included are Newton’s Laws of motion, electricity and magnetism, heat, optics, relativity, quantum mechanics and nuclear physics. Emphasis is on the basic principles and general laws. Use of mathematics is restricted to elementary algebra and some trigonometry. Physics 20300 is prereq. For Physics 20400 (required for Premed., Predent., Bio-Med., and all Life Science Students). 2 lect., 1 rec. hr./wk., 3 lab. hr. alt. wks.; 4 cr./sem.

20700-20800: General Physics Vectors, equilibrium, rectilinear motion. Newton’s laws, gravitation, motion in a plane, work and energy, impulse and momentum, rotation and angular momentum, simple harmonic motion, fluids, heat and thermodynamics, waves and acoustics, electrostatics, magnetism and electromagnetism, direct and alternating current, geometrical and physical optics. Pre- or coreq.: Math 20200 for Physics 20700. Physics 20700 is a prereq. For Physics 20800. (Required for all students in the Physical Sciences, Engineering and Computer Science.) 3 lect., 3 rec. hr./wk., 2 lab/wrkshp. Hrs (20700), 2 lab hrs. alt. wks (20800); 4 cr./sem.

18

Appendix D. Possible Faculty Assignments for Courses*#

Course Title No. of Credits

Faculty Members who could teach the course*

Highest Earned Degree & Discipline, College or University

Bio 10100 Biological Foundations I

4 Caplan, Avrom Firooznia, Fardad Janakiraman, Anuradha Pezzano, Mark

Ph.D., Univ. London (UK), Biophysics Ph.D., Cornell University, Biology Ph.D., Univ. of Illinois, Microbiology

Ph.D., CUNY, Cell & Molecular Biology Bio 10200 Biological Foundations II

4 Gallagher, Jane Firooznia, Fardad Lee, John Rockwell, Robert

Ph.D., Univ. of Rhode Island Ph.D., Cornell University, Biology Ph.D., New York Univ., Biology Ph.D., Queen’s University (Canada), Population Biology

Bio 20600 Introduction to Genetics

3 Govind, Shubha Li, Christine

Venkatesh, Tadmiri

Ph.D., Univ. of Illinois, Cell Biology Ph.D., Harvard University, Neurobiology Ph.D., Birla Inst. of Tech. & Science (India), Zoology

Bio 22900 Cell & Molecular Biology

4 Govind, Shubha Guyden, Jerry Pezzano, Mark Venkatesh, Tadmiri

Ph.D., Univ. of Illinois, Cell Biology Ph.D., Univ. of CA (Berkeley), Zoology Ph.D., CUNY, Cell & Molecular Biology Ph.D., Birla Inst. of Tech. & Science (India), Zoology

Bio 35000 Advanced Microbiology^

4 Janakiraman, Anuradha Lee, John

Ph.D., Univ. of Illinois, Microbiology

Ph.D., New York Univ., Biology Bio 35500 C.R.E.A.T.E.

4 Hoskins, Sally Ph.D., Univ. of Chicago, Biology

Bio 37500 Developmental Biology

3 Govind, Shubha Hoskins, Sally Li, Christine

Ph.D., Univ. of Illinois, Cell Biology Ph.D., Univ. of Chicago, Biology Ph.D., Harvard University, Neurobiology

Bio 38000 Eukaryotic Genetics

4 Govind, Shubha Li, Christine

Venkatesh, Tadmiri

Ph.D., Univ. of Illinois, Cell Biology Ph.D., Harvard University, Neurobiology Ph.D., Birla Inst. of Tech. & Science (India), Zoology

Bio 41000 Development & Cellular Senescence

3 Hubbard, Karen Ph.D., Illinois Inst. of Technology, Biology

Bio 42000 Virology 4 Pezzano, Mark Ph.D., CUNY, Cell & Molecular Biology Bio 42500 Cancer Biology

3 Saleque, Shireen Ph.D., Albert Einstein School of Medicine, Immunology

Bio 48300 Laboratory in Biotechnology

5 Carnaval, Ana Li, Christine

Ph.D., Univ. of Chicago, Biology Ph.D., Harvard Univ., Neurobiology

Bio 30100-30300 Honors I-III

3 Anderson, Robert Ph.D., Univ. of Kansas, Biology

19

Bio 31000 Independent Study

1-3 Anderson, Robert Ph.D., Univ. of Kansas, Biology

Chem 10301 General Chemistry I

4 Birke, Ronald Gosser, David Green, Michael Lazaridis, Themis O’Brien, Stephen

Ph.D., MIT, Chemistry Ph.D., Brown University, Chemistry Ph.D., Yale University, Chemistry Ph.D., Univ. of Delaware, Chemistry D.Phil., Oxford Univ. (UK), Chemistry

Chem 10401 General Chemistry II

4 Birke, Ronald Salame, Isse Tamargo, Maria

Ph.D., MIT, Chemistry, Ph.D., CUNY, Chemistry Ph.D., Johns Hopkins Univ., Chemistry

Chem 26100 Organic Chemistry I

3 Balogh-Nair, Valeria Salame, Isse

Ph.D., Univ. of Louvain (Belgium) Ph.D., CUNY, Chemistry

Chem 26200 Organic Chemistry Laboratory

2 Balogh-Nair, Valeria Bu, Zimei

Ph.D., Univ. of Louvain (Belgium) Ph.D., Louisiana State Univ., Chemistry

Chem 26300 Organic Chemistry II

3 Boson, Sean Ph.D., University of Cambridge (UK), Chemistry

Chem 33500 Physical Biochemistry

5 Ghose, Ranajeet Ph.D., Yale University, Chemical Physics

Chem 40600 Environmental Chemistry

3 Bandosz, Teresa

Jans, Urs

Ph.D., Technical Univ. of Cracow, Chemistry Ph.D., Swiss Federal Inst. Of Technology, Chemistry

Chem 45902 Biochemistry I

3 Calhoun, David Ghose, Ranajeet

Ryan, Kevin

Ph.D., Univ. of Alabama, Chemistry Ph.D., Yale University, Chemical Physics Ph.D., Univ. of Rochester, Biochemistry

Chem 48005 Biochemistry II

3 Calhoun, David Ghose, Ranajeet

Ryan, Kevin

Ph.D., Univ. of Alabama, Chemistry Ph.D., Yale University, Chemical Physics Ph.D., Univ. of Rochester, Biochemistry

Engr 30000 Impact of Biomedical Technology

3 Schaffler, Mitchell Ph.D., West Virginia Univ., Anatomy/Orthopaedics

Math 20100 Calculus I

3 Grossman, Edward Ph.D., New York University, Mathematics

Math 20200 Calculus II

3 Auth, Matthew

Marchese, Andrea

Ph.D., Univ. of Massachusetts, Mathematics Ph.D., SUNY (Stony Brook), Mathematics

Math 20300 Calculus III

4 Cleary, Sean Ph.D., Univ. of California (Los Angeles) Mathematics

Math 20500 Elements of Calculus I

4 Park, Chun Sae M.A., CCNY, Mathematics

Math 20900 Elements of

4 Park, Chun Sae M.A., CCNY, Mathematics

20

Calculus & Statistics Phil 34905 Applied Ethics

3 Blustein, Jeffrey Ph.D., Harvard University, Philosophy

Phys 20300 General Physics I

4 Chang, Ngee-Pong Gayen, Taposh

Ph.D., Columbia University, Physics Ph.D., Univ. of Connecticut, Physics

Phys 20400 General Physics II

4 Gersten, Joel Makse, Hernan

Ph.D., Columbia University, Physics Ph.D., Boston University, Physics

Phys 20700 General Physics I

4 Smith, Frederick Tu, Jiufeng

Ph.D., Brown University, Physics Ph.D., Cornell University, Physics

Phys 20800 General Physics II

4 Gayen, Taposh Petricevic, Vladimir Schmeltzer, David

Ph.D., Univ. of Connecticut, Physics Ph.D., CUNY, Physics D.Sc., Technion Univ., Physics

Phys 31500 Medical Physics

3 Koder, Ronald Ph.D., Johns Hopkins University, Biophysics

Phys 42200 Biophysics

3 Koder, Ronald

Gunner, Marilyn

Ph.D., Johns Hopkins University, Biophysics Ph.D., Univ. of Pennsylvania, Biophysics

Phys 52200 Biomedical Physics

3 Koder, Ronald Ph.D., Johns Hopkins University, Biophysics

Sci 28000 Bioinformatics & Biomolecular Systems

4 Govind, Shubha Ph.D., Univ. of Illinois, Cell Biology

*All listed faculty members are full-time faculty members; no teaching adjuncts are listed. #Title of professors listed in Table 5. ^The name of Bio 35000 is being changed from Microbiology to Advanced Microbiology (please see April 2011 Chancellor’s Report).

21

Appendix F. New Resources: Projected Expenditures for the Proposed Program Expenditures 1st Year

Academic Year

2nd Year Academic

Year

3rd Year Academic

Year*

4th Year Academic

Year

5th Year Academic

Year Graduate Graduate Graduate Graduate Graduate Graduate Student student student student student student Adjunct adjunct for

section in Lab. in Biotech

adjunct for section in Lab. in Biotech

adjunct for additional section in Lab. in Biotech



New $6,808 $6,808 Resources $13,616 $13,616 $13,616

Equipment Small equipment for

Small equipment for

Small equipment for

Small equipment for

New labs; labs; labs; labs; Resources equipment

repair

$5,000

equipment repair

$7,000

equipment repair

$9,000

equipment repair

$11,000 Other photocopy, photocopy, photocopy, photocopy, photocopy,

Revenue lab supplies, etc.

lab supplies, etc.

lab supplies, etc.

lab supplies, etc.

lab supplies, etc.

New $5,000 $6,000 $8,000 $10,000 $12,000 Resources

Total

New Resources

$11,808 $17,808 $28,616 $32,616 $36,616

*Adjunct rate assumed at $64.84/hr; anticipate an additional 15 hrs of adjunct hrs./week/academic year. Did not account for increase in adjunct rate.

22

Appendix G: Projected Revenue Related to the Proposed Program Revenues 1st Year

Academic Year

2nd Year Academic

Year

3rd Year Academic

Year

4th Year Academic

Year

5th Year Academic

Year Tuition Revenue

01. From Existing Sources 02. From New Sources 03. Total

$15,390

$15,390

$42,760

$42,760

$82,110

$82,110

$111,200

$111,200

$140,290

$140,290 Sales Revenue


Other Revenue


Grand Total


$15,390

$15,390

$42,760

$42,760

$82,110

$82,110

$111,200

$111,200

$140,290

$140,290 Assumes full-time students at $5,130/year and part-time students at 8 credits at $215/credit. Please see Table 2 for number of projected students. Does not account for tuition increases.

23

Appendix I. Five Year Financial Projection Expenditures and

Revenues 1st Year

Academic Year

2nd Year Academic

Year

3rd Year Academic

Year

4th Year Academic

Year

5th Year Academic

Year Projected

Expenditures $11,808 $17,808 $28,616 $32,616 $36,616 Projected Revenue $15,390 $42,760 $82,110 $111,200 $150,160 Projected Net Revenue $3,582 $24,952 $53,494 $78,584 $113,544

24

Appendix N: Articulations with Bronx Community College and Queensborough Community College

25

BRONX COMMUNITY COLLEGE OF THE CITY UNIVERSITY OF NEW YORK

ARTICULATION AGREEMENT FORM

A. SENDING AND RECEIVING INSTITUTIONS

Sending College: Bronx Community College of the City University of New York Department: Biology and Medical Laboratory Technology Program: Liberal Arts and Sciences, Biology Option Degree: Associate in Science

Receiving College: City College of New York Department: Program: Biotechnology Degree: Bachelor of Science

B. ADMISSION REQUIREMENTS FOR SENIOR COLLEGE PROGRAM (e.g., minimum GPA, audition/portfolio):

About The Program The Science Division at City College of New York is initiating an articulation agreement with Bronx Community College for a BS degree in Biotechnology. The field of biotechnology takes advantage of recent advances in molecular biological, chemical, and biophysical tools to modify living organisms for a specific purpose, such as for drug development, improved agricultural crops, or environmental cleanup. The goal of this degree program is to prepare our students for careers in biotechnology. Biotechnology remains one of the growth areas. The US Department of Labor indicated that “biological technicians, a key biotechnology occupation, is expected to grow by 28.2 percent between 2004 and 2014, while the occupation of biological scientists is projected to grow by 17.0 percent (US Bureau of Statistics, National Employment Data)” (US Department of Labor, Employment and Training Administration, Aug. 25, 2008). To remain globally competitive in the science and engineering fields, the Department of Labor has warned that the need for more skilled workers in biotechnology than are currently enrolled in education and training programs must be addressed (US Department of Labor, Employment and Training Administration, Aug. 25, 2008). An affordable BS degree in Biotechnology will prepare our students for excellent entry-level job opportunities in biotechnology, the pharmaceutical industry, and academic research laboratories and provide them with a competitive edge during these difficult economic times.

BCC students must complete a Transfer Admission Application on the CUNY portal and meet the following conditions: § have completed one English course with a grade of “C” or better. § 2.0 overall GPA – per AS graduation requirement § 2.75 minimum GPA in the science and mathematics courses from Bronx Community College

Associate in Science Degree from Bronx Community College.

Bronx Community College graduates with the Associate Degree in Science will receive 60 credits toward the Bachelor of Science in Biotechnology at City College.

Total transfer credits granted toward the baccalaureate degree: 60

Total additional credits required at the senior college to complete baccalaureate degree: _60_

1

C. COURSE TO COURSE EQUIVALENCIES AND TRANSFER CREDIT AWARDED

Sending College Receiving College Equivalent (Or Other Evaluation)

Transfer Credit

Granted

Core Requirements [Bronx Community College]

Course & Title Credit [City College]

Course & Title Credit

ENG 10 Written Composition and Skills OR ENG 11 Fundamentals of Written

3

ENGL 11000: Freshman Composition 3

3+3 Elective

ENG 12 Fundamentals of Written Composition II

3

CMS 11 Fundamentals of Interpersonal Communication

3 Meets General Education Category Stage 1” SPEECH 11100

3 3

HIS 10 History of the Modern World OR HIS 11 Introduction to the Modern World

3 Meets General Education Category Stage 3: Global History and Culture

3 3

Physical Education Activity Course 1 Elective Credit 1

SUBTOTAL 13

Required Areas of Study [Bronx Community College]


Course & Title Credit Transfer

Credit Granted

CHM 11 General Chemistry I 4 CHEM 10300: General Chemistry I 4 4 CHM 22 General Chemistry II with Qualitative Analysis

5 CHEM 10400: General Chemistry II 4 4+1 Elective

MTH 31 Analytical Geometry & Calculus I

4 MATH 20100: Calculus I 3 3+1 Elective

MTH 32 Analytical Geometry & Calculus II

5 MATH 20200: Calculus II 3 3+2 Elective

ART 11 Introduction to Art OR MUS 11 Introduction to Music OR Humanities or Social Sciences: Students are advised to complete one of the following courses: POL 11 American National Government SOC 11 Sociology

ECO 11 Microeconomics ECO 12 Macroeconomics PHL 11 Introduction to Philosophy

3 Meets General Education Category Stage 3: Artistic Meets General Education Category Stage 3: Artistic

PSC 10100 United States Politics and Government SOC 10500 Individual, Group and Society: An Introduction to Sociology ECO 10250 Principles of Microeconomics ECO 10350 Principles of Macroeconomics PHIL 10200 Intro to Philosophy

3 3

Modern Language 8 Meets General Education Category Stage 2 Foreign Language

8 8

SUBTOTAL 29

2

Specialization Requirements for Biology Option [Bronx Community College]



Credit Granted

BIO 11 General Biology I 4 BIO 10100: Biological Foundations I 4 4 BIO 12 General Biology II 4 BIO 10200: Biological Foundations II 4 4 CHM 31 Organic Chemistry I 5 CHEM 26100: Organic Chemistry I;

CHEM 26200: Organic Chemistry Laboratory I

5 5

CHM 32 Organic Chemistry II 5 CHEM 26300: Organic Chemistry II 5 5

SUBTOTAL 18

TOTAL 60

3

D. SENIOR COLLEGE UPPER DIVISION COURSES REMAINING FOR BACCALAUREATE DEGREE

General Education Requirements Credits ENGL 21003: Introduction to Academic Writing 3

Major Courses Mathematics: MATH 20900: Elements of Calculus & Statistics Sciences:

4

BIO 20600: Introduction to Genetics 4 BIO 22900: Cell & Molecular Biology 4 BIO 48300: Laboratory in Biotechnology 5 CHEM 45902 Biochemistry I 3 ENGR 30000 Impact of Biomedical Technology OR PHIL 34905 Applied Ethics: Medical Ethics 3 PHY 203: General Physics I 4 PHY 204: General Physics II 4 BIO 31000 or CHEM 31000 or PHYS 31000: Independent Study 6 Biotechnology Electives: SCI 28000 Bioinformatics & Biomolecular Systems (4 cr) BIO 35000 Advanced Microbiology (4 cr) BIO 35500 Introduction to Scientific Literature using CREATE (4 cr) BIO 37500 Developmental Biology (3 cr) BIO 38000 Eukaryotic Genetics (4 cr) BIO 41000 Cell Development & Cellular Senescence (3 cr) BIO 42500 Cancer Biology (4 cr) CHEM 33500 Physical Biochemistry (5 cr) CHEM 40600 Environmental Chemistry (3 cr) CHEM 48005 Biochemistry II (3 cr) PHYS 31500 Medical Physics (3 cr) PHYS 42200 Biophysics (3 cr) PHYS 52200 Biomedical Physics (3 cr)

11

General Electives 9 TOTAL 60

4

E. Articulation Agreement Follow-Up Procedures 1. Procedures for reviewing, up-dating, modifying or termination agreement. Bronx Community College Biology Option Curriculum Coordinator and City College Biotechnology Program Coordinator will review implementation of the agreement once every 2 years to ensure that students are adequately informed of the program and to identify issues requiring attention. In addition, the program will be reviewed whenever CUNY changes to general education requirements are modified.

The main objectives of the program evaluation are: (1) to document, interpret, and assess student, faculty, and institutional outcomes; (2) to compile evidence of how the program activities/components have led to student retention and degree attainment; and (3) to terminate the articulation agreement if the assessment measures indicate unsatisfactory performance.


a. Methods provide performance feedback/assessment of progress. The evaluation design will include formal assessment at different points in time, with equal weight given to formative and summative evaluations. Formative evaluations will provide for mid-course corrections and on-going program improvement, based on programmatic feedback and interviews with faculty and student participants. Summative evaluations will occur at the end of each academic year to determine if specific objectives and benchmarks have been met.



The CCAAP office will be involved in the following assessments: 1) Student performance after transfer. Students who are doing poorly will be referred for tutoring. 2) Student retention. 3) Student graduation within 4 years after transfer to City College. 4) Student placement into biotechnology positions.

Some indicators and sources of evidence will be considered as follows: Objective 1: Continuity Indicators Sources of Evidence Curriculum and coursework integration Faculty analysis and evaluation of student

preparedness for upper-level courses at City College (transcript analysis and survey/interview review)

Curriculum Progression Tracking record of student advisement sessions, student registration data, and transcript analysis






5

If the success rate of the students transferring from Bronx Community College to City College is below that of students who started their studies at City College, we will need to immediately assess the basis for the differing student performance. We will initially focus on the core courses from Bronx Community College; the curriculum may need to be re-aligned, such that students cover the same material in similar amounts of depth between the two campuses. For courses that are giving students particular difficulty, City College CCAAP will monitor academic progress of transfer students in those courses more closely for earlier intervention, such as tutoring services. The goal is to ensure that both cohorts of students in the Biotechnology program, whether they are transfer students from Bronx Community College or City College students, perform equally well in upper-level courses and are retained and graduate at similar rates.

3. Sending and receiving college procedures for publicizing agreement. The new program and articulation agreement will be advertised on each respective college’s websites. In addition, information about the program will be distributed by the Biology & Medical Lab Technology Department at Bronx Community College and by the Dean’s Office in the Division of Science at City College for dissemination to students. All science advisors on both campuses will also be informed about the program.

F. ASSOCIATE IN BIOLOGY FROM BRONX COMMUNITY COLLEGE

City College General Education Requirements: 3 Remaining Core Requirements in Major: 48 City College Electives: 9

Total Credits to be earned at City College: 60 Total Credits to be earned at Bronx Community College: 60 Total Credits required for the BS degree: 120

6

QUEENSBOROUGH COMMUNITY COLLEGE OF THE CITY UNIVERSITY OF NEW YORK

ARTICULATION AGREEMENT FORM

A. SENDING AND RECEIVING INSTITUTIONS

Sending College: Queensborough Community College of the City University of New York Department: Biological Sciences & Geology Program: Biology Degree: Associate in Science (Biotechnology)

Receiving College: City College of New York of the City University of New York Department: Program: Biotechnology Degree: Bachelor of Science

B. ADMISSION REQUIREMENTS FOR SENIOR COLLEGE PROGRAM (e.g., minimum GPA, audition/portfolio):

About The Program The Science Division at City College of New York is initiating an articulation agreement with Queensborough Community College for a BS degree in Biotechnology. The field of biotechnology takes advantage of recent advances in molecular biological, chemical, and biophysical tools to modify living organisms for a specific purpose, such as for drug development, improved agricultural crops, or environmental cleanup. The goal of this degree program is to prepare our students for careers in biotechnology. Biotechnology remains one of the growth areas. The US Department of Labor indicated that “biological technicians, a key biotechnology occupation, is expected to grow by 28.2 percent between 2004 and 2014, while the occupation of biological scientists is projected to grow by 17.0 percent (US Bureau of Statistics, National Employment Data)” (US Department of Labor, Employment and Training Administration, Aug. 25, 2008). To remain globally competitive in the science and engineering fields, the Department of Labor has warned that the need for more skilled workers in biotechnology than are currently enrolled in education and training programs must be addressed (US Department of Labor, Employment and Training Administration, Aug. 25, 2008). An affordable BS degree in Biotechnology will prepare our students for excellent entry-level job opportunities in biotechnology, the pharmaceutical industry, and academic research laboratories and provide them with a competitive edge during these difficult economic times.

QCC students must complete a Transfer Admission Application on the CUNY portal and meet the following conditions: § have completed one English course with a grade of “C” or better. § 2.0 overall GPA – per AS graduation requirement § 2.75 minimum GPA in the science and mathematics courses from Queensborough Community

College

Associate in Science Degree (Biotechnology) from Queensborough Community College.

Queensborough Community College graduates with the Associate Degree in Science (Biotechnology) will receive 60 credits toward the Bachelor of Science in Biotechnology at City College.

Total transfer credits granted toward the baccalaureate degree: 60

Total additional credits required at the senior college to complete baccalaureate degree: 60

1

C. COURSE TO COURSE EQUIVALENCIES AND TRANSFER CREDIT AWARDED

Sending College Receiving College Equivalent (Or Other Evaluation)

Transfer Credit

Granted

Core Requirements [Queensborough Community College]


Course & Title Credit

EN-101 English Composition I Composition I

3

ENGL 11000: Freshman Composition 3

3+3 Elective

EN-102 English Composition II 3

SP-211 Speech Communication 3 Meets General Education Category: SPEECH 11100

3 3

HI-110, 111, or 112 Ancient Civilization or Medieval to Early Modern Western Civilization or Modern Western Civilization

3 Meets General Education Perspective: Global History and Culture

3 3

SS-100, 200, 300, 400, 500 series Anthropology, Economics, Sociology, Political Science or Psychology

3 Meets General Education Perspective: Self & Society

3 3

Social Sciences, History, or Humanities elective

3 Meest General Education Perspective 3 3

HE-102 Critical Issues in Health Education

2 Elective Credit 2 2

Physical Education or Dance 1-2 Elective Credit 1-2 1-2

Modern Language 8 Meets General Education Category: Foreign Language

8 8

SUBTOTAL 29-30

Required Areas of Study [Queensborough Community College]



Credit Granted

CH-151 General Chemistry I 4.5 CHEM 10300: General Chemistry I 4 4+ 0.5 Elective

CH-152 General Chemistry II 4.5 CHEM 10400: General Chemistry II 4 4+ 0.5 Elective

MA-441 Analytical Geometry & Calculus I

4 MATH 20100: Calculus I 3 3+1 Elective

SUBTOTAL 13

Specialization Requirements for Biotechnology Option [Queensborough Community College]



Credit Granted

BI-201 General Biology I 4 BIO 10100: Biological Foundations I 4 4 BI-202 General Biology II 4 BIO 10200: Biological Foundations II 4 4

2

BI-356 Principles of Genetics Concentration course

4 BIO 20600 Principles of Genetics 4 4

BI-453 Biotechnology Concentration course

5 BIO 48300 Laboratory in Biotechnology 5 5

General Elective 0-1 Elective Credit 0-1 0-1

SUBTOTAL 17-18

TOTAL 60

D. SENIOR COLLEGE UPPER DIVISION COURSES REMAINING FOR BACCALAUREATE DEGREE

General Education Requirements Credits ENGL 21003: Introduction to Academic Writing 3

Major Courses Mathematics: MATH 20900: Elements of Calculus & Statistics

Ethics

4

ENGR 30000 Impact of Biomedical Technology OR PHIL 34905 Applied Ethics: Medical Ethics

Sciences:

3

BIO 22900: Cell & Molecular Biology 4 CHEM 26100: Organic Chemistry 3 CHEM 26200: Organic Chemistry Laboratory 1 2 CHEM 26300: Organic Chemistry II 3 CHEM 45902 Biochemistry I 3 PHY 203: General Physics I 4 PHY 204: General Physics II 4 BIO 31000 or CHEM 31000 or PHYS 31000: Independent Study 6

Biotechnology Electives (11 credits): SCI 28000 Bioinformatics & Biomolecular Systems (4 cr) BIO 35000 Advanced Microbiology (4 cr) BIO 35500 Introduction to Scientific Literature using CREATE (4 cr) BIO 37500 Developmental Biology (3 cr) BIO 38000 Eukaryotic Genetics (4 cr) BIO 41000 Cell Development & Cellular Senescence (3 cr) BIO 42500 Cancer Biology (4 cr) CHEM 33500 Physical Biochemistry (5 cr) CHEM 40600 Environmental Chemistry (3 cr) CHEM 48005 Biochemistry II (3 cr) PHYS 31500 Medical Physics (3 cr) PHYS 42200 Biophysics (3 cr) PHYS 52200 Biomedical Physics (3 cr)

11

General Electives 10 TOTAL 60

3

E. Articulation Agreement Follow-Up Procedures 1. Procedures for reviewing, up-dating, modifying or termination agreement. Queensborough Community College Biology Option Curriculum Coordinator and City College Biotechnology Program Coordinator will review implementation of the agreement once every 2 years to ensure that students are adequately informed of the program and to identify issues requiring attention.

The main objectives of the program evaluation are: (1) to document, interpret, and assess student, faculty, and institutional outcomes; (2) to compile evidence of how the program activities/components have led to student retention and degree attainment; and (3) to terminate the articulation agreement if the assessment measures indicate unsatisfactory performance.


a. Methods provide performance feedback/assessment of progress. The evaluation design will include formal assessment at different points in time, with equal weight given to formative and summative evaluations. Formative evaluations will provide for mid-course corrections and on-going program improvement, based on programmatic feedback and interviews with faculty and student participants. Summative evaluations will occur at the end of each academic year to determine if specific objectives and benchmarks have been met.



The CCAAP office will be involved in the following assessments: 1) Student performance after transfer. Students who are doing poorly will be referred for tutoring. 2) Student retention. 3) Student graduation within 4 years after transfer to City College. 4) Student placement into biotechnology positions.

Some indicators and sources of evidence will be considered as follows: Objective 1: Continuity Indicators Sources of Evidence Curriculum and coursework integration Faculty analysis and evaluation of student

preparedness for upper-level courses at City College (transcript analysis and survey/interview review)

Curriculum Progression Tracking record of student advisement sessions, student registration data, and transcript analysis






4

If the success rate of the students transferring from Queensborough Community College to City College is below that of students who started their studies at City College, we will need to immediately assess the basis for the differing student performance. We will initially focus on the core courses from Queensborough Community College; the curriculum may need to be re-aligned, such that students cover the same material in similar amounts of depth between the two campuses. For courses that are giving students particular difficulty, City College CCAAP will monitor academic progress of transfer students in those courses more closely for earlier intervention, such as tutoring services. The goal is to ensure that both cohorts of students in the Biotechnology program, whether they are transfer students from Queensborough Community College or City College students, perform equally well in upper-level courses and are retained and graduate at similar rates.

3. Sending and receiving college procedures for publicizing agreement. The new program and articulation agreement will be advertised on each respective college’s websites. In addition, information about the program will be distributed by the Biological Sciences & Geology Department at Queensborough Community College and by the Dean’s Office in the Division of Science at City College for dissemination to students. All science advisors on both campuses will also be informed about the program.

F. ASSOCIATE IN SCIENCE (BIOLOGY) FROM QUEENSBOROUGH COMMUNITY COLLEGE

City College General Education Requirements: 3 Remaining Core Requirements in Major: 47 City College Electives: 10

Total Credits to be earned at City College: 60 Total Credits to be earned at Queensborough Community College: 60 Total Credits required for the BS degree: 120

5

Appendix O

US Department of Labor: Industry Profile: Biotechnology

US Department of Labor: Bureau of Labor Statistics: Biological Scientists

Georgetown University Center on Education and the Workforce: The Economic Value of College Majors (Biology & Life Science Section excerpt only)

39

High Growth Industry Profile - Biotechnology http://www.doleta.gov/brg/indprof/Biotech_profile.cfm

UNITED STATES DEPARTMENT OF LABOR

A to Z | Site Map | FAQs | Forms | About DOL | Contact Us | Español Employment and Training AdministrationETA Home > Business Relations Group > Industry Profiles > High Growth Industry Profile -

Biotechnology

High Growth Industry ProfileBiotechnology

During 2005, the 329 publicly held biotechnology companies in the United States earned $47.8billion in combined revenue, with market capitalizations of $410 billion. Meanwhile, the 1,086private U.S. biotech firms earned revenues of $2.9 billion. (Ernst & Young annual scorecard,New York Times, April 5, 2006)Biological technicians, a key biotechnology occupation, is expected to grow by 28.2 percentbetween 2004 and 2014, while the occupation of biological scientists is projected to grow by17.0 percent. (U.S. Bureau of Labor Statistics, National Employment Data)The biotechnology industry employed 713,000 workers in 2002 and is anticipated to employ814,000 workers in 2007 (Economy.com, Industry Workstation, Biotech industry forecast.)

Recruitment and Retention

To succeed and grow in the 21st century economy, biotechnology employers need to fill each positionin their companies - from entry-level to the most advanced - with qualified and skilled individuals.Because the industry is experiencing such rapid growth, biotechnology firms often demand moreskilled workers than are available and are projected to need more workers than are currently enrolledin training programs.

Skills Competencies and Training

While there may be instances where locally industry-driven career ladders and competency modelsexist, there is a challenge with the lack of nationally-recognized articulated skills competencies andcareer ladders as well as sources of training. However, the biotechnology industry's challenges in thisarea are complicated by the rapidly changing environment in which the industry operates. Advancesin the underlying sciences have a continuous effect on the technology and processes used by thebiotechnology industry; making it necessary for employees working in the industry to upgrade theirskills to maintain productivity.

Image and Outreach to the Public

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https://Economy.com

http://www.doleta.gov/brg/indprof/Biotech_profile.cfm


There is a need for clear information about career options within the biotechnology industry gearedtowards youth, educators and job seekers for career exploration and recruitment activities. Currentlythis lack of available information results in a disconnect between these groups and presents achallenge for the industry because the lack of definition and outreach limits the number of people whoconsider the biotechnology field to be a viable career option.

(Source: U.S. Department of Commerce, Survey of the Use of Biotechnology in U.S. Industry and U.S.Bureau of Labor Statistics, 2006-07 Career Guide to Industries)

Increasingly, companies and research organizations are seeking workers with more formalizedtraining who have both computer and life sciences skills.For science technician jobs in the pharmaceutical and medicine manufacturing industry, mostcompanies prefer to hire graduates of technical institutes or junior colleges or those who havecompleted college courses in chemistry, biology, mathematics or engineering. Some companies,however, require science technicians to hold a bachelor's degree in a biological or chemical science. Because biotechnology is not one discipline, but the interaction of several disciplines, the bestpreparation for work in biotechnology is training in a traditional biological science, such asgenetics, molecular biology, biochemistry, virology, or biochemical engineering. Individualswith a scientific background and several years of industrial experience may eventually advanceto managerial positions.

In June 2003, ETA announced the High Growth Job Training Initiative to engage businesses withlocal education providers and the local/regional workforce investment system to find solutions thataddress changing talent development needs in various industries.

In October 2005, the Community-Based Job Training Grants were announced to improve the role ofcommunity colleges in providing affordable, flexible and accessible education for the nation'sworkforce.

ETA is investing more than $260 million in 26 different regions across the United States in support ofthe WIRED (Workforce Innovation in Regional Economic Development) Initiative. Through WIRED,local leaders design and implement strategic approaches to regional economic development and jobgrowth. WIRED focuses on catalyzing the creation of high skill, high wage opportunities forAmerican workers through an integrated approach to economic and talent development.

These initiatives reinforce ETA's commitment to transform the workforce system through engagingbusiness, education, state and local governments and other federal agencies with the goal of creating askilled workforce to meet the dynamic needs of today's economy.

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ETA has invested $33,985,520 in the biotechnology industry. This includes 16 High Growth JobTraining Initiative grants totaling $22,921,599 and seven Community-Based Job Training Grantstotaling $11,063,921. Leveraged resources from all of the grantees total $23,847,037.

For additional background information about the industry and details on the grants, information aboutemployment and training opportunities and workforce development tools for employers, educatorsand workforce professionals, please visit: www.doleta.gov/business/, www.careeronestop.org, and www.workforce3one.org.

Created: August 25, 2008 Updated: March 08, 2010 Employment and Training Administration

U.S. Department of Labor | Frances Perkins Building, 200 Constitution Ave., NW, Washington, DC20210

www.doleta.gov | Telephone: 1-877-US-2JOBS (1-877-872-5627) | TTY: 1-877-889-5627 | Fax:1-202-693-2726 | Contact Us

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www.doleta.gov/business


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(PDF)Biological Scientists Nature of the Work

Training, Other Qualifications, and Advancement

Employment

Job Outlook

Projections

Earnings

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Related Occupations

Sources of Additional Information

Significant Points

Biotechnological research and development should continue to drive much faster than average

employment growth.

A Ph.D. is usually required for independent research, but a bachelor's degree is sufficient for some

jobs in applied research or product development; temporary postdoctoral research positions are

common.

Competition for independent research positions in academia is expected.

Nature of the Work About this section

Biological scientists study living organisms and their relationship to the environment. They perform

research to gain a better understanding of fundamental life processes and apply that understanding to

developing new products or processes. Research can be broken down into two categories: basic and

applied. Basic research is conducted without any intended aim; the goal is simply to expand on human

knowledge. Applied research is directed towards solving a particular problem. Most biological scientists

specialize in one area of biology, such as zoology (the study of animals) or microbiology (the study of

microscopic organisms). (Medical scientists, whose work is closely related to that of biological scientists,

are discussed elsewhere in the Handbook.)

Basic research in biological sciences advances our knowledge of living organisms so that we can develop

solutions to human health problems and improve the natural environment. These biological scientists

mostly work in government, university, or private industry laboratories, often exploring new areas of

research. Many expand on specialized research they started in graduate school.

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Many biological scientists involved in basic research must submit grant proposals to obtain funding for

their projects. Colleges and universities, private foundations, and Federal Government agencies, such as

the National Institutes of Health and the National Science Foundation, contribute to the support of

scientists whose research proposals are determined to be financially feasible and to have the potential to

advance new ideas or processes.

Biological scientists who work in applied research or product development apply knowledge gained

through basic research to develop new drugs, treatments, and medical diagnostic tests; increase crop

yields; and develop new biofuels. They usually have less freedom than basic researchers do to choose

the emphasis of their research, and they spend more time working on marketable treatments to meet

the business goals of their employers. Biological scientists doing applied research and product

development often work in teams, interacting with engineers, scientists of other disciplines, business

managers, and technicians. Those working in private industry may be required to describe their research

plans or results to nonscientists who are in a position to veto or approve their ideas. These scientists

must consider the business effects of their work. Some biological scientists also work with customers or

suppliers and manage budgets.

Scientists usually conduct research in laboratories using a wide variety of other equipment. Some

conduct experiments involving animals or plants. This is particularly true of botanists, physiologists, and

zoologists. Some biological research also takes place outside the laboratory. For example, a botanist

might do field research in tropical rain forests to see which plants grow there, or an ecologist might

study how a forest area recovers after a fire. Some marine biologists also work outdoors, often on

research vessels from which they study fish, plankton, or other marine organisms.

Swift advances in knowledge of genetics and organic molecules spurred growth in the field of

biotechnology, transforming the industries in which biological scientists work. Biological scientists can

now manipulate the genetic material of animals and plants, attempting to make organisms more

productive or resistant to disease. Those working on various genome (chromosomes with their

associated genes) projects isolate genes and determine their function. This work continues to lead to

the discovery of genes associated with specific diseases and inherited health risks, such as sickle cell

anemia. Advances in biotechnology have created research opportunities in almost all areas of biology,

with commercial applications in areas such as medicine, agriculture, and environmental remediation.

Most biological scientists specialize in the study of a certain type of organism or in a specific activity,

although recent advances have blurred some traditional classifications.

Aquatic biologists study micro-organisms, plants, and animals living in water. Marine biologists study salt

water organisms, and limnologists study fresh water organisms. Much of the work of marine biology

centers on molecular biology, the study of the biochemical processes that take place inside living cells.

Marine biologists are sometimes called oceanographers, a broader field that also includes the study of

the physical characteristics of oceans and the ocean floor. (See the Handbook statement on geoscientists

and hydrologists.)

Biochemists study the chemical composition of living things. They analyze the complex chemical

combinations and reactions involved in metabolism, reproduction, and growth. Biochemists do most of

their work in biotechnology, which involves understanding the complex chemistry of life.

Biophysicists study how physics, such as electrical and mechanical energy, relates to living cells and

organisms. They perform research in fields such as neuroscience or bioinformatics (the use of computers

to process biological information, usually at the molecular level).

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Biological Scientists

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Microbiologists investigate the growth and characteristics of microscopic organisms such as bacteria,

algae, or fungi. Most microbiologists specialize in environmental, food, agricultural, or industrial

microbiology; virology (the study of viruses); immunology (the study of mechanisms that fight

infections); or bioinformatics. Many microbiologists use biotechnology to advance knowledge of cell

reproduction and human disease.

Physiologists study life functions of plants and animals, both in the whole organism and at the cellular or

molecular level, under normal and abnormal conditions. Physiologists often specialize in functions such

as growth, reproduction, photosynthesis, respiration, or movement, or in the physiology of a certain

area or system of the organism.

Botanists study plants and their environments. Some study all aspects of plant life, including algae,

fungi, lichens, mosses, ferns, conifers, and flowering plants; others specialize in areas such as

identification and classification of plants, the structure and function of plant parts, the biochemistry of

plant processes, the causes and cures of plant diseases, the interaction of plants with other organisms

and the environment, and the geological record of plants.

Zoologists and wildlife biologists study animals and wildlife—their origin, behavior, diseases, and life

processes. Some experiment with live animals in controlled or natural surroundings, while others dissect

dead animals to study their structure. Zoologists and wildlife biologists also may collect and analyze

biological data to determine the environmental effects of current and potential uses of land and water

areas. Zoologists are usually identified by the animal group they study—ornithologists study birds, for

example, mammalogists study mammals, herpetologists study reptiles, and ichthyologists study fish.

Ecologists investigate the relationships among organisms and between organisms and their

environments. They examine the effects of population size, pollutants, rainfall, temperature, and

altitude. Using knowledge of various scientific disciplines, ecologists may collect, study, and report data

on the quality of air, food, soil, and water.

(Two other occupations closely related to biological scientists are covered in more detail elsewhere in the

Handbook: agricultural and food scientists, who study domesticated plants and animals consumed as

food, and medical scientists, who study human diseases and human health.)

Work environment. Most biologists spend their time in laboratories conducting research and in offices

writing up results and keeping up with the latest research discoveries. Some biological scientists,

particularly botanists, ecologists, and zoologists, do field studies that involve strenuous physical activity

and primitive living conditions for extended periods of time. Biological scientists in the field may work in

warm or cold climates, in all kinds of weather. Biological scientists usually are not exposed to unsafe or

unhealthy conditions. Those who work with dangerous organisms or toxic substances in the laboratory

must follow strict safety procedures to avoid contamination.

Many biological scientists, particularly those employed in academic settings, depend on grant money to

support their research. They may be under pressure to meet deadlines and to conform to rigid grant-

writing specifications when preparing proposals to seek new or extended funding.

Biological scientists typically work regular hours. While the 40-hour workweek is common, some

biological scientists work longer hours. Some researchers may be required to work odd hours in

laboratories or other locations (especially while in the field), depending on the nature of their research.

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Biological scientists conduct research in college or university, private industry, and government laboratories.

Training, Other Qualifications, and Advancement About this section

Most biological scientists need a Ph.D. in biology or one of its subfields to work in independent research

or development positions. Other positions are available to those with a master’s or bachelor’s degree in

the field.

Education and training. A Ph.D. is usually necessary for independent research, particularly in

academia, as well as for advancement to administrative positions. A bachelor’s or master's degree is

sufficient for some jobs in applied research, product development, management, or inspection; it also

may be sufficient to work as a research technician or a teacher. Many with a bachelor's degree in biology

enter medical, dental, veterinary, or other health profession schools, or find jobs as high school science

teachers. (See the statement on teachers—kindergarten, elementary, middle, and secondary.)

In addition to required courses in chemistry and biology, undergraduate biological science majors usually

study allied disciplines such as mathematics, physics, engineering, and computer science. Computer

courses are beneficial for modeling and simulating biological processes, operating some laboratory

equipment, and performing research in the emerging field of bioinformatics. Those interested in

studying the environment also should take courses in environmental studies and become familiar with

applicable legislation and regulations.

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Most colleges and universities offer bachelor's degrees in biological science, and many offer advanced

degrees. Advanced degree programs often emphasize a subfield, such as microbiology or botany, but

not all universities offer curricula in all subfields. Larger universities frequently have separate

departments specializing in different areas of biological science. For example, a program in botany might

cover agronomy, horticulture, or plant pathology. Advanced degree programs typically include classroom

and fieldwork, laboratory research, and a thesis or dissertation. A master’s degree generally takes 2

years, and a doctoral degree 5-6 years of full-time study.

Biological scientists with a Ph.D. often take temporary postdoctoral positions that provide specialized

research experience. Postdoctoral positions may offer the opportunity to publish research findings. A

solid record of published research is essential in obtaining a permanent position performing basic

research, especially for those seeking a permanent college or university faculty position.

Other qualifications. Biological scientists should be able to work independently or as part of a team

and be able to communicate clearly and concisely, both orally and in writing. Those in private industry,

especially those who aspire to management or administrative positions, should possess strong business

and communication skills and be familiar with regulatory issues and marketing and management

techniques. Those doing field research in remote areas must have physical stamina. Biological scientists

also must have patience and self-discipline to conduct long and detailed research projects.

Advancement. As they gain experience, biological scientists typically gain greater control over their

research and may advance to become lead researchers directing a team of scientists and technicians.

Some work as consultants to businesses or to government agencies. However, those dependent on

research grants are still constrained by funding agencies, and may spend much of their time writing

grant proposals. Others choose to move into managerial positions and become natural science managers

(see engineering and natural sciences managers elsewhere in the Handbook). They may plan and

administer programs for testing foods and drugs, for example, or direct activities at zoos or botanical

gardens. Those who pursue management careers spend much of their time preparing budgets and

schedules. Some leave biology for nontechnical managerial, administrative, or sales jobs.

Employment About this section

Biological scientists held about 91,300 jobs in 2008. In addition, many biological scientists held biology

faculty positions in colleges and universities but are not included in these numbers. Those whose

primary work involves teaching and research are considered postsecondary teachers. (See the statement

on teachers—postsecondary elsewhere in the Handbook.)

About 40 percent of all biological scientists were employed by Federal, State, and local governments.

Federal biological scientists worked mainly for the U.S. Departments of Agriculture, Interior, and Defense

and for the National Institutes of Health. Most of the rest worked in scientific research and testing

laboratories, the pharmaceutical and medicine manufacturing industry, or educational institutions.

Job Outlook About this section

Employment of biological scientists is expected to increase much faster than the average for all

occupations although there will continue to be competition for some basic research positions.

Employment change. Employment of biological scientists is projected to grow 21 percent over the

2008—18 decade, much faster than the average for all occupations, as biotechnological research and

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development continues to drive job growth. Biological scientists enjoyed very rapid employment gains

over the past few decades—reflecting, in part, the growth of the biotechnology industry. Employment

growth will moderate somewhat as the biotechnology industry matures, with fewer new firms being

founded and existing firms merging or being absorbed by larger biotechnology or pharmaceutical firms.

However, much of the basic biological research done in recent years has resulted in new knowledge,

including the isolation and identification of genes. Biological scientists will be needed to take this

knowledge to the next stage, understanding how certain genes function within an entire organism, so

that medical treatments can be developed to treat various diseases. Even pharmaceutical and other

firms not solely engaged in biotechnology use biotechnology techniques extensively, spurring

employment for biological scientists. For example, biological scientists are continuing to help farmers

increase crop yields by pinpointing genes that can help crops, such as wheat, grow in more extreme

climate conditions.

In addition, efforts to discover new and improved ways to clean up and preserve the environment will

continue to add to job growth. More biological scientists will be needed to determine the environmental

impact of industry and government actions and to prevent or correct environmental problems, such as

the negative effects of pesticide use. Some biological scientists will find opportunities in environmental

regulatory agencies, while others will use their expertise to advise lawmakers on legislation to save

environmentally sensitive areas. New industrial applications of biotechnology, such as new methods for

producing biofuels, also will spur demand for biological scientists.

The Federal Government is a major source of funding for basic research and development, including

many areas of medical research that relate to biological science. Large budget increases at the National

Institutes of Health in the early part of the decade led to increases in Federal basic research and

development expenditures, with research grants growing both in number and dollar amount. However,

the increase in expenditures slowed substantially in recent years. Going forward, the level of Federal

funding will continue to impact competition for winning and renewing research grants.

There will continue to be demand for biological scientists specializing in botany, zoology, and marine

biology, but opportunities will be limited because of the small size of these fields. Marine biology, despite

its attractiveness as a career, is a very small specialty within biological science.

Job prospects. Doctoral degree holders are expected to face competition for basic research positions in

academia. Furthermore, should the number of advanced degrees awarded continue to grow, applicants

for research grants are likely to face even more competition. Currently, about 1 in 4 grant proposals are

approved for long-term research projects. In general, applied research positions in private industry are

somewhat easier to obtain, but may become more competitive if increasing numbers of scientists seek

jobs in private industry because of the difficulty finding positions in colleges and universities.

Prospective marine biology students should be aware that those who would like to enter this specialty

far outnumber the very few openings that occur each year for the type of glamorous research jobs that

many would like to obtain. Almost all marine biologists who do basic research have a Ph.D.

People with bachelor's and master's degrees are expected to have more opportunities in nonscientist

jobs related to biology, in fields like sales, marketing, publishing, and research management. Non-Ph.D.s

also may fill positions as science or engineering technicians or as medical health technologists and

technicians. Some become high school biology teachers.

Biological scientists are less likely to lose their jobs during recessions than those in other occupations,

because many are employed on long-term research projects. However, an economic downturn could

influence the amount of money allocated to new research and development efforts, particularly in areas

1/16/12 2:48 PM



of risky or innovative research. An economic downturn also could limit the possibility of extension or

renewal of existing projects.

Projections Data About this section

Projections data from the National Employment Matrix

Occupational Title SOC Code

Employment, 2008

Projected Employment,

2018

Change, 2008-18 Detailed

Statistics Number Percent

Biological scientists 19-1020 91,300 110,500 19,200 21 [PDF] [XLS]

Biochemists and biophysicists 19-1021 23,200 31,900 8,700 37 [PDF] [XLS]

Microbiologists 19-1022 16,900 18,900 2,100 12 [PDF] [XLS]

Zoologists and wildlife biologists 19-1023 19,500 22,000 2,500 13 [PDF] [XLS]

Biological scientists, all other

19-1029 31,700 37,600 5,900 19 [PDF] [XLS]

NOTE: Data in this table are rounded. See the discussion of the employment projections table in the Handbook introductory chapter on Occupational Information Included in the Handbook.

Earnings About this section

Median annual wages of biochemists and biophysicists were $82,840 in May 2008. The middle 50

percent earned between $59,260 and $108,950. The lowest 10 percent earned less than $44,320, and

the highest 10 percent earned more than $139,440. Median annual wages of biochemists and

biophysicists employed in scientific research and development services were $85,870 in May 2008.

Median annual wages of microbiologists were $64,350 in May 2008. The middle 50 percent earned

between $48,330 and $87,040. The lowest 10 percent earned less than $38,240, and the highest 10

percent earned more than $111,300.

Median annual wages of zoologists and wildlife biologists were $55,290 in May 2008. The middle 50

percent earned between $43,060 and $70,500. The lowest 10 percent earned less than $33,550, and

the highest 10 percent earned more than $90,850.

According to the National Association of Colleges and Employers, beginning salary offers in July 2009

averaged $33,254 a year for bachelor's degree recipients in biological and life sciences.

In the Federal Government in March 2009, microbiologists earned an average annual salary of $97,264;

ecologists, $84,283; physiologists, $109,323; geneticists, $99,752; zoologists, $116,908; and botanists,

$72,792.

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FOR THE LATEST WAGE INFORMATION:

THE ABOVE WAGE DATA ARE FROM THE OCCUPATIONAL EMPLOYMENT STATISTICS (OES) SURVEY

PROGRAM, UNLESS OTHERWISE NOTED. FOR THE LATEST NATIONAL, STATE, AND LOCAL

EARNINGS DATA, VISIT THE FOLLOWING PAGES:

BIOCHEMISTS AND BIOPHYSICISTS

BIOLOGICAL SCIENTISTS, ALL OTHER

MICROBIOLOGISTS

ZOOLOGISTS AND WILDLIFE BIOLOGISTS

Related Occupations About this section

Other life science research occupations include:

Agricultural and food scientists

Conservation scientists and foresters

Engineering and natural sciences managers

Epidemiologists

Medical scientists

Teachers—postsecondary

Other health-related specialists with similar levels of education include:

Dentists

Physicians and surgeons

Veterinarians

Sources of Additional Information About this section

DISCLAIMER:

LINKS TO NON-BLS INTERNET SITES ARE PROVIDED FOR YOUR CONVENIENCE AND DO NOT CONSTITUTE AN

ENDORSEMENT.

For information on careers in the biological sciences, contact:

American Institute of Biological Sciences, 1444 I St. NW., Suite 200, Washington, DC 20005.

Internet: http://www.aibs.org

Federation of American Societies for Experimental Biology, 9650 Rockville Pike, Bethesda, MD

20814. Internet: http://www.faseb.org

For information on careers in biochemistry or molecular biology, contact:

8 of 10 1/16/12 2:48 PM

http://www.faseb.org

http://www.aibs.org



American Society for Biochemistry and Molecular Biology, 9650 Rockville Pike, Bethesda, MD

20814. Internet: http://www.asbmb.org

For information on careers in botany, contact:

The Botanical Society of America, P.O. Box 299, St. Louis, MO 63166. Internet:

http://www.botany.org

For information on careers in cell biology, contact:

American Society for Cell Biology, 8120 Woodmont Ave, Suite 750, Bethesda, MD 20814. Internet:

http://www.ascb.org

For information on careers in ecology, contact:

Ecological Society of America, 1990 M St. NW, Suite 700, Washington, DC 20036. Internet:

http://www.esa.org

For information on careers in microbiology, contact:

American Society for Microbiology, Career Information—Education Department, 1752 N St. NW.,

Washington, DC 20036. Internet: http://www.asm.org

For information on careers in physiology, contact:

American Physiology Society, 9650 Rockville Pike, Bethesda, MD 20814. Internet: http://www.the-

aps.org

Information on obtaining a biological scientist position with the Federal Government is available from the

Office of Personnel Management through USAJOBS, the Federal Government's official employment

information system. This resource for locating and applying for job opportunities can be accessed

through the Internet at http://www.usajobs.opm.gov or through an interactive voice response telephone

system at (703) 724-1850 or TDD (978) 461-8404. These numbers are not toll free, so charges may

result.

O*NET-SOC Code Coverage About this section

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http://www.usajobs.opm.gov

http://www.the

http://www.asm.org

http://www.esa.org

http://www.ascb.org

http://www.botany.org

http://www.asbmb.org



GET MORE INFORMATION FROM O*NET—THE OCCUPATIONAL INFORMATION NETWORK:

O*NET PROVIDES COMPREHENSIVE INFORMATION ON KEY CHARACTERISTICS OF WORKERS AND

OCCUPATIONS. FOR INFORMATION ON A SPECIFIC OCCUPATION, SELECT THE APPROPRIATE LINK

BELOW. FOR MORE INFORMATION ON O*NET, VISIT THEIR HOMEPAGE.

BIOCHEMISTS AND BIOPHYSICISTS (19-1021.00)

BIOINFORMATICS SCIENTISTS (19-1029.01)

BIOLOGICAL SCIENTISTS, ALL OTHER (19-1029.00)

GENETICISTS (19-1029.03)

MICROBIOLOGISTS (19-1022.00)

MOLECULAR AND CELLULAR BIOLOGISTS (19-1029.02)

ZOOLOGISTS AND WILDLIFE BIOLOGISTS (19-1023.00)

Suggested citation: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-11 Edition, Biological Scientists, on the Internet at http://www.bls.gov/oco/ocos047.htm (visited January 16, 2012).

Last Modified Date: December 17, 2009

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