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Faculty Teaching Portfolio 2015-2016

Spring 2016: BIO1001 - Human Biology - Evening Lecture

Spring 2016: Bio3334 & BioEng5737- Mammalian Physiology & Systems

Physiology-Engineers (Four Labs)

Fall 2015: BIO1001 - Human Biology - Evening Lecture

Fall 2015: BIO1111 - Introduction to Biology I (Two Labs)

Cinzia Sevignani, Ph.D. Biologist

Teaching Assistant Professor of Biology

Department of Biology - College of Science & Technology - Temple University

Ph.D.: Dermatological Immunology;

Postgraduate Specialization: Clinical Pathology-Applied Diagnostic Techniques;

I Master: Biological Sciences; II Master: Natural Sciences (Combined Bachelor's/Master's Degrees).

Foreign Academic Credentials evaluated and authenticated by World Education Services, New York.

High School Diploma (5 years): Applied Art & Design.

https://sites.temple.edu/cinziasevignani/

"The mediocre teacher tells. The good teacher explains.

The superior teacher demonstrates. The great teacher inspires." ~ William Arthur Ward

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Table of Contents

1. Teaching Philosophy

2. Descriptions of approaches used to Improve Teaching and

Anonymous Student Surveys.

3. List of Questions and Graphs (some Examples) from the Spring 2014

Surveys (BIO1111 and BIO1911 Labs) AND Human Biology (BIO1001

Lecture - Spring 2015).

4. Teaching in Higher Ed Certificate for Faculty (Program Goals) and HHMI certification (Summer Institute 2015).

5. Example of Contribution on Curriculum Development.

6. Conferences, Seminars and Workshops for Professional

Development.

7. Abstracts submitted: Annual Faculty Conference on Teaching

Excellence.

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1. TEACHING PHILOSOPHY

I believe in Education as a mission in our society. The objective is not only having students to learn the content of each course, but also helping them to develop life-long learning skills and critical thinking. These are very important qualities to prepare students for their future professions and to become the best possible human beings who are involved in the progress of our society. In today’s world educators can no longer be just dispensers of knowledge. Educators should, of course have knowledge and skills, but also possess other very important qualities such as being an adviser, an encourager, a stimulator, a mentor, a resource, a researcher and a patient person. I believe that these are some of the qualities needed to become an outstanding educator. Educators are no longer just “Sage on the stage”. They should be sensitive to the needs and interests of students, and to the demands of the work market. Educators should be able to communicate effectively with their students in order to share experiences with the goal of continuously improving their pedagogical approaches. I always try to meet my students’ needs regardless of their previous knowledge, background and learning abilities. I often receive new ideas from my students’ feedback and comments, which means that the more I teach the more I learn. It is a life-long process. I always keep in mind that a good educator should also inspire students in their future professions and in their everyday life as young adults ready to make their contribution for the best possible future of our society. The teaching materials should always be presented in a variety of ways. The three principles of Universal Design for Learning (UDL), which borrowed the term of universal design from architects and designers, illustrates the importance of presenting class materials in multiple ways to promote accessibility and engagement at different levels in order to tap into learners’ interests in an appropriate manner, so it will motivate students to learn and ultimately to became self-learners. I believe that a small percentage of students are motivated no matter what, but for the majority of the students there are other ways to improve motivation and open doors on professional opportunities that they would have ever thought before. I think that the learning process in adults can be made more effective, if new material can retrieve previous background knowledge and if life experiences can be related to the abstract concepts of a lecture. Example from my personal teaching practice of Anatomy & Physiology: I could change the class environment from boring and passive to engaged and interested by asking students to become aware of their breathing with a couple of simple breathing practices. My practical approach helped the students to be consciously aware of one of the most important system in human physiology. At the same time they could see the act of breathing with new eyes and how it can be related to the whole body. Later, one of my students was grateful for my

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practical approach on that particular lecture because it opened a new door in her mind. Now she is employed at a job that she really loves as practitioner of integrative medicine. This story is an example of how I indirectly helped students in finding the best possible opportunity in their professional life. Introducing new concepts and skills is a complex task. I think that it is very important to provide a way to visualize and create new associations on the material that students are learning in class. I successfully used a new visual approach in my Biology lab classes. Students were supposed to watch selected educational videos, before and after classes to improve their comprehension of bio labs. I also pose questions to introduce different topics because I believe that questions are one of the most effective tools to stimulate curiosity, especially if they relate to real life experiences. In this way theories will be supported by facts and feelings, which can help the long-term memory consolidation process. Incorporating some technology into the learning process it is a way to improve students’ learning. I think that technology stimulates active learning because it promotes engagement, motivation and life-long learning, which are fundamental qualities of any good teaching practice. Technologies that are already known by students and educators can be easily integrated, if appropriate, in traditional courses. I believe in “do less and better” philosophy, so I wouldn’t overwhelm students with too many technologies. I successfully used SurveyMonkey.com to gather students’ opinions about the usefulness, of the above-mentioned, audio-visual materials. Polleverywhere.com is another Web 0.2 technology that can be used in class because it easily allows real-time double-loop feedback on the learning/teaching process. We often teach how we were taught, so a new teaching approach is also a way to inspire the new generation of educators.

2. Descriptions of Approaches used to Improve Teaching AND

Anonymous Student Surveys: Labs and Lectures

Over several years, I have developed, administered and improved anonymous STUDENT SURVEYS 2012-13-14 (surveymonkey.com) as valuable tools to gather feedback from students regarding the usefulness of my selected educational audio-visual materials (AV). The selected educational audio-visual materials were used before, during and after classes. The improved surveys were administered in 2014 to BIO1111 (Five Sections) and BIO1911 (One Section) Labs students at the end of the semesters. They received a Matrix of Choices questions (One answer allowed) and they were asked to rate each item on a five-point scale. Furthermore, a comment box

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was also provided to allow students to express their opinion on the selected educational videos. They voluntarily completed all parts of those surveys. Students suggested that other lab sections may benefit from the use of the selected videos because they would be helpful for the entire class. I used similar approaches in BIO3096 (Cell Structure and Function) and BIO2296 (Genetics) Labs to determine students’ perceptions about studying and learning Biology. The outcomes of all surveys were positive: approximately 75% of the students (BIO2296; 83.45 and BIO1111: 69.2%) answered that the educational videos were Extremely/Very Helpful to improve their comprehension on the subject. The results suggest that AV materials may become very useful tools to support scientific written descriptions needed to apply in Biology Labs. The positive outcome of selected audio-visual materials on students’ comprehension of lab instructions and concepts, which I used in all my Bio Labs, is supported by the data from anonymous student surveys (surveymonkey.com). The results of the First pilot study, BIO1111 and BIO2296 (2012-13), were presented at the 12th Annual Faculty Conference on Teaching Excellence, Temple University, in January 2014. Poster’s Title: Improving students' comprehension of Biology Labs with audio-visual materials. These surveys are also valuable tools to assess my own teaching strategies. The results and students’ comments gave me ideas for further implementation of my approaches to teaching. I used the anonymous student surveys (surveymonkey.com) to integrate the SFF/CATE Reports, which are not the only way to gather useful information regarding the best teaching practice. Further implementation of teaching Labs could probably be achieved if Lab Instructors could have more time to explain how what is done in Labs relates to students previous knowledge and able to show examples from the scientific community with practical applications in everyday life. Of note: I didn’t have the opportunities to conduct longitudinal or cross-sectional studies yet. I had limited access to Data because I used the surveymokey.com free version. As a Lab Instructor, I didn’t have access to all final total grades, but in this case grades wouldn’t be the best parameter to use, especially in a pilot study. The extensive “curving” done at the end of each semester, without standards, would have been an obstacle in comparing student’s achievements. Furthermore, too many instructors are involved in teaching bio labs, so it is difficult to compare different pedagogical methodologies.

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HUMAN BIOLOGY1001 (Lectures) – FALL/SPRING 2014 - 2015 - 2016

I have also developed and administered anonymous STUDENT SURVEYS: Bb Students' Attitude and Perception Surveys (Opinion Scale/Likert) as valuable tools to gather feedback from students regarding the usefulness of my selected educational audio-visual materials (AV) and various educational approaches used in Human Biology 1001 Lectures, including Mastering Biology (MB Pearson).

The selected educational audio-visual materials were during and after classes to Human Bio1001 students (non-major). I used MasteringBiology for selecting Reading Questions (MC: 5% of their total final grade) on book chapters covered during classes. Students were asked to complete the assignments before each Exam so they could self-assess their own knowledge because they were able to see on real-time their score and based on their mistakes they received real-time automatic feedback for Pearson online Platform. Furthermore, after students completed each Assignment I was able to analyze the Reading Questions outcomes, which included average, time, and common mistakes. The MB online tool allowed me to have a double-loop feedback on students' responses and to make adjustments reinforcing some concepts in lecture.

The Surveys were administered in FALL 2014, Spring 2015, Fall 2015, Spring 2016 (Survey 1, 2, 3, 4) to HUMAN BIOLOGY (BIO 1001) students at the end of the semesters (19 Opinion Scale/Likert Questions and 1 Open ended box Comment). The outcomes of students’ of Surveys were positive AND followed similar trend every year supporting the effectiveness of the chosen educational

approaches. The results are presented in Tables and/or Graphs. I

believe it is important to share with students and colleagues the

outcomes because it values opinions and feedback. Example Q1: approximately 75% of the students answered that MB Reading Questions were useful for their studying because they receive immediate feedback on their own knowledge and progress. Examples Q8 and Q9: the majority of the students perceived the selected educational videos useful because they helped them to focus on key points of the PPT presentation, and in reviewing study materials at home after classes and before exams. Furthermore, some students commented that discussions in class and correlation to real-life applications were some of the best Instructor’s approaches that contributed the most to their learning and long-term retention. The Bb surveys that I developed are also valuable tools to assess my own teaching strategies and to gather useful information regarding the best teaching practice. I used the Bb anonymous student surveys to integrate the University Student Feedback Forms (SFF)/Course and Teaching Evaluations (CATE) Reports. The results and students’ comments gave me ideas for further implementation of my approaches to teaching.

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3 A. Questions and Graphs (some Examples) from the Spring 2014 Surveys (Surveymonkey.com) - Labs (BIO1111/5 sections and BIO1911/HS/1 section)

are attached:

List of Questions and Students’ comments on Selected Educational

Videos.

Excel Graphs: Mean Rating of Agreement (MRA) and Q.1 to Q.7.

3 B. Questions and Graph (some Examples) from the Spring 2014 - Fall 2015 (Bb) Surveys (BIO1001 – Human Biology) are attached:

List of Questions Excel Graph: end-semester Survey

SurveyMonkey.com - Questions on Selected Educational Videos

Spring 2014: BIO 1111 (Five sections) and BIO 1911 (One Section)

NOTE: Q-4, Q-5, Q-6 DO NOT APPLY to BIO 1911.

1. I find the educational Videos/Links [Animal Anatomy & Physiology and Histology: Slides Unlabeled & Labeled] selected by my Bio Lab Instructor to be useful in preparing for Labs.

2. I find the educational Videos/Links selected by my Bio Lab Instructor to be useful in preparing for the Lab practical exams.

3. I would be interested in making our own Bio Lab Videos.

4. I find traditional Lab Quizzes to be useful in preparing for Labs.

5. I find traditional Lab Quizzes to be useful in preparing for the Lab practical exams.

6. I find Flat Screen Quizzes to be useful in preparing for the Lab practical exams.

7. I find traditional Lab Assignments to be useful in preparing for the Lab practical exams.

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Do you have any other comment and/or suggestion? (BIO 1111)

1. I really think Cinzia did a good job in teaching the lab. She should be allowed to teach a lecture as well. I felt there was so much material to just be on two exams. There should be exams between the midterm and final too. Thanks

2. Thanks for taking the time to find these videos! 3. Thanks for a great semester, you were wonderful! 4. The videos you provided for us were very helpful for dissections and

also understanding the materials. Thank you Cinzia! I'm glad to take lab with you. Have a great summer! (Y.C. Section 10)

5. This was the most unorganized lab I have ever been in (not necessarily Cinzia's fault, but the Bio Department needs an overhaul).

Do you have any other comment and/or suggestion? (BIO 1911)

1. I did not have traditional lab quizzes or flat screen quizzes. 2. Note: lab quizzes were not a part of my honors lab section. 3. We didn't take any quizzes in our lab however I feel that taking them

would have helped to review the material when it came time for the lab practical.

4. We never had flat screen quizzes. 5. More lab discussion to explain content because sometimes content not

covered in lecture.

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3 B. Questions and Graph from the Fall 2014 - Spring 2015 (see Example) Surveys (BIO1001 – Human Biology) are attached:

Bb - Survey Statistics: Survey 2 (Spring 2015) - Human Biology 1001 Lectures/Evening (27 students in class).

List of Questions

Name Survey 2 - Human Biology 1001 Lectures/Evening

Attempts 18 (Total of 18 attempts for this assessment)

Question 1: Opinion Scale/Likert

I find the Mastering Biology/Pearson Reading Questions (selected and administered online by my Lecture Instructor) one week before the Exam to be useful for my studying because this homework gives me an immediate feedback on my own knowledge and progress.

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Percent Answered

Strongly Agree 38.889%

Agree 50%

Neither Agree nor Disagree 5.556%

Disagree 0%

Strongly Disagree 5.556%

Not Applicable 0%

Unanswered 0%

Question 2: Opinion Scale/Likert

I find the informal student activity PAIR/SHARE/COMPARE/ASK, done in pair two or three times during lecture, useful in clarifying ideas because “Nothing clarifies ideas better than explaining them to others”.

Percent Answered

Strongly Agree 0%

Agree 27.778%

Neither Agree nor Disagree 38.889%

Disagree 33.333%

Strongly Disagree 0%

Not Applicable 0%

Unanswered 0%

Question 3: Opinion Scale/Likert

I find the updated information on current issues selected and presented as PPT slides (posted on BB at the beginning of each class by my Lecture Instructor) to be useful in expanding the scientific concepts presented in the textbook.

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Percent Answered

Strongly Agree 11.111%

Agree 44.444%

Neither Agree nor Disagree 22.222%

Disagree 22.222%

Strongly Disagree 0%

Not Applicable 0%

Unanswered 0%

Question 4: Opinion Scale/Likert

The updated information on current issues selected and presented as PPT slides (posted on BB at the beginning of each class by my Lecture Instructor) helps me to better understand the impact of biological sciences in my daily life and the environment.

Percent Answered

Strongly Agree 22.222%

Agree 50%

Neither Agree nor Disagree 5.556%

Disagree 22.222%

Strongly Disagree 0%

Not Applicable 0%

Unanswered 0%

Question 5: Opinion Scale/Likert

The updated information on current issues selected and presented as PPT slides (posted on BB at the beginning of each class by my Lecture Instructor) helps me to become a better informed citizen, which could positively impact my future decisions.

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Percent Answered

Strongly Agree 16.667%

Agree 55.556%

Neither Agree nor Disagree 22.222%

Disagree 5.556%

Strongly Disagree 0%

Not Applicable 0%

Unanswered 0%

Question 6: Opinion Scale/Likert

I find useful coming to Lectures because my Instructor guide me through the materials underlining important concepts for our formal education and Exams.

Percent Answered

Strongly Agree 11.111%

Agree 38.889%

Neither Agree nor Disagree 11.111%

Disagree 27.778%

Strongly Disagree 11.111%

Not Applicable 0%

Unanswered 0%

Question 7: Opinion Scale/Likert

I find useful coming to Lectures because I am also expanding my knowledge on current issues, which goes beyond the class.

Percent Answered

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Strongly Agree 22.222%

Agree 22.222%

Neither Agree nor Disagree 11.111%

Disagree 27.778%

Strongly Disagree 16.667%

Not Applicable 0%

Unanswered 0%

Question 8: Opinion Scale/Likert

I find the educational videos selected by my Lecture Instructor useful because it helps me to focus on key points that are presented in PPT.

Percent Answered

Strongly Agree 55.556%

Agree 33.333%

Neither Agree nor Disagree 11.111%

Disagree 0%

Strongly Disagree 0%

Not Applicable 0%

Unanswered 0%

Question 9: Opinion Scale/Likert

I find the educational videos selected by my Lecture Instructor useful because the audio-visual animations can be used to review the new materials (concepts and words) at home.

Percent Answered

Strongly Agree 50%

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Agree 38.889%

Neither Agree nor Disagree 11.111%

Disagree 0%

Strongly Disagree 0%

Not Applicable 0%

Unanswered 0%

Question 10: Opinion Scale/Likert

I find the written instruction provided (BB) by my Instructor on small group discussion (presenter, moderator, organizer, and member) to be useful in organizing my group (structured discussion).

Percent Answered

Strongly Agree 11.111%

Agree 22.222%

Neither Agree nor Disagree 33.333%

Disagree 27.778%

Strongly Disagree 0%

Not Applicable 5.556%

Unanswered 0%

Question 11: Opinion Scale/Likert

I find the small group discussions in class useful in stimulating deeper reflections on current issues.

Percent Answered

Strongly Agree 5.556%

Agree 16.667%

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Neither Agree nor Disagree 33.333%

Disagree 33.333%

Strongly Disagree 0%

Not Applicable 11.111%

Unanswered 0%

Question 12: Opinion Scale/Likert

I find the small group discussions in class useful because of the critical interactions with my classmates and the Lecture Instructor.

Percent Answered

Strongly Agree 5.556%

Agree 38.889%

Neither Agree nor Disagree 27.778%

Disagree 22.222%

Strongly Disagree 0%

Not Applicable 5.556%

Unanswered 0%

Question 13: Opinion Scale/Likert

I find the written instruction provided (BB) by my Lecture Instructor on how to evaluate the quality of Web information to be useful for in-class and outside web search.

Percent Answered

Strongly Agree 11.111%

Agree 55.556%

Neither Agree nor Disagree 22.222%

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Disagree 11.111%

Strongly Disagree 0%

Not Applicable 0%

Unanswered 0%

Question 14: Opinion Scale/Likert

I find the written instruction provided (BB) by my Lecture Instructor on how to evaluate the quality of Web information to be useful because it underlines what to look for (more details than in the text book).

Percent Answered

Strongly Agree 16.667%

Agree 55.556%

Neither Agree nor Disagree 16.667%

Disagree 5.556%

Strongly Disagree 0%

Not Applicable 5.556%

Unanswered 0%

Question 15: Opinion Scale/Likert

I find the Wiki example (BB) written by my Lecture Instructor useful in writing my own Wiki (as a small group) using proper references.

Percent Answered

Strongly Agree 11.111%

Agree 38.889%

Neither Agree nor Disagree 27.778%

Disagree 16.667%

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Strongly Disagree 0%

Not Applicable 5.556%

Unanswered 0%

Question 16: Opinion Scale/Likert

I find the Wiki example (BB) written by my Lecture Instructor useful because it helps me to organize my own reflections in writing.

Percent Answered

Strongly Agree 11.111%

Agree 38.889%

Neither Agree nor Disagree 22.222%

Disagree 22.222%

Strongly Disagree 0%

Not Applicable 5.556%

Unanswered 0%

Question 17: Opinion Scale/Likert

Lectures inspired and motivated me to become more interested on how Biology affects my daily life.

Percent Answered

Strongly Agree 11.111%

Agree 22.222%

Neither Agree nor Disagree 33.333%

Disagree 27.778%

Strongly Disagree 5.556%

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Not Applicable 0%

Unanswered 0%

Question 18: Opinion Scale/Likert

I am interested in Biology classes.

Percent Answered

Strongly Agree 22.222%

Agree 38.889%

Neither Agree nor Disagree 11.111%

Disagree 16.667%

Strongly Disagree 5.556%

Not Applicable 0%

Unanswered 5.556%

Question 19: Opinion Scale/Likert

I am interested in Psychobiology classes.

Percent Answered

Strongly Agree 38.889%

Agree 33.333%

Neither Agree nor Disagree 11.111%

Disagree 5.556%

Strongly Disagree 5.556%

Not Applicable 5.556%

Unanswered 0%

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Statistical Analysis: Survey 2 - Spring 2015

David Waxler, Instructor, Department of Psychology

Weiss Hall, Room 866, Temple University

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4 A. Teaching in Higher Ed Certificate for Faculty - PROGRAM GOALS

We at the Teaching and Learning Center believe effective teaching requires the continued practice of lifelong learning. Towards this aim, students who successfully complete the Teaching in Higher Ed Certificate will develop the ability to:

Appreciate learning-centered teaching;

Apply research on learning and adult development to teaching;

Apply the principles of integrated course design to develop syllabi, assessments and learning activities;

Use a variety of research-based teaching methods to promote learning, development, achievement of all students;

Practice a reflective, purposeful and learning-centered approach to teaching;

Independently learn, evaluate and assimilate future research on teaching and learning.

Course 1. Seminar in Teaching in Higher Education (3 credits; typically

course number 8985)

Spring 2013 (January – May) This seminar addresses the research on how people learn and how to apply those findings to teaching in higher education. Course topics include: integrated course design, varied and inclusive teaching methods, assessing student learning, and reflective practice. The seminar is a prerequisite for Course 2: Teaching, Technology, Innovations. SAMPLE 8985 SYLLABUS (2013): http://sites.temple.edu/thecertificate/requirements/ Course 2. Teaching, Technology, Innovations (3 credits; course number

8960)

Spring 2014 (January – May) Provides a more in-depth study of key topics, which may include Assessment & Feedback, Inclusive Teaching, Scholarship of Teaching and Learning, and Teaching with Technology. The prerequisite for this course is the “Seminar in Teaching in Higher Education.” Topics: SP 2014 (Hybrid at TUCC): http://sites.temple.edu/thecertificate/2013/09/sp14-topics-tucc/

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4 B. Summer 2015: I was accepted to the 2015 HHMI/National Academies Northeast Summer Institute (SI) on Undergraduate Education in the Life

Sciences from June 14-19 at Princeton University. http://www.academiessummerinstitute.org/northeast/

Goals, Expectations, Format of the Summer Institutes (SI) http://www.academiessummerinstitute.org/main/goals.html

At SI faculties explore new models of instruction for the undergraduate classroom (two members Temple Team: Rhonda Nicholson and Cinzia Sevignani). I received on May 7, the information regarding the acceptance for my participation at 2015 HHMI (Howard Hughes Medical Institute)/National Academies Summer Institute (SI). I completed my registration shortly after May 7 and I also agreed to volunteer for the "RAT" (Reading assessment Team) at the SI. The RATs serve the important function of developing and implementing short activities that assess the knowledge and skills of the SI participants as they relate to the reading assignments, in preparation for the sessions. So I also attended to reading assessment team (RAT) meetings with other members of the RAT team and the presenters of our assigned section (the first one on Sunday night, June 14, at the conclusion of dinner). The reading assessment activity is supposed to be engaging, as well as (ideally) provide a better sense of how well participants have met the identified learning outcome. The goal of the reading assessment teams (RATs) is to perform assessments to gauge whether everyone has done and understood the reading, and to engage everyone in collaborative work. For the development of our activity we referred to pages 52-57 (in the “Scientific Teaching” Book provided to all participants (Scientific Teaching by Jo Handelsman, Sarah Miller, and Christine Pfund. 2006). Learning Objective: Participants should be able to gauge their confidence level in executing a particular task related to scientific teaching in a metacognitive fashion. This activity also provides the participants with experience using a classroom technology/student response system. Type of Activity: Poll Everywhere questions (this technology/student response system is free up to 40 participants). I am personally a strong supporter of using Polleverywhere.com (Princeton University has its own account for large classes) and we definitely agreed with the presenters that it was the best choice for our RAT activity. This Web 0.2 technology that can be easily used in small classes and I believe it is a great tool for gathering real-time double-loop feedback on the learning/teaching process. The activity also assess if participants have picked up the lexicon of terms used in the SI. Description of Activity: This activity starts with taking the “vital signs” of the group with respect to being able to put scientific teaching into practice when they return to their campus. Each activity should use the main precepts of the SI: inclusive teaching, active learning and assessment (formative and summative).

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1) RAT members pose a Poll Everywhere question: “How confident are you that you could run a scientific teaching event on your own campus?”, “How confident are you that you could implement scientific teaching in your own course?”, or a related question. Multiple choice answers are given. (~ 2 minutes) 2) RATs facilitate a guided reflection: Ask participants to come up with adjectives that describe how they are feeling about leading this teaching event/using scientific teaching. Each person selected their top three adjectives and enters them. The most convenient way to do this is likely through Poll Everywhere, but there are other options. (~ 5 minutes) 3) RAT members facilitate a group discussion of the poll results. What do participants find surprising, interesting, positive, negative, etc.? (~ 5 minutes) 4) Later in the session, the RATs again ask the participants to evaluate their confidence in their ability to implement a scientific teaching event on campus (RAT members should discuss this with the SI presenters ahead of time). The SI experience helped me in deepening my knowledge and practice on new models of instruction for the undergraduate classroom. I was able as a participant and volunteer in the Reading Assignment Team (RAT) to better understand and apply the main precepts of the SI: inclusive teaching, active learning and assessment (formative and summative). Furthermore, the SI participation helped me to feel more confident on how I already apply my philosophy of education in all my classrooms, Biology Lectures and Labs. I think that Just-in-Time Teaching (JiTT) is one of the best pedagogical strategies to improve students’ learning process. JiTT is useful for real-time feedback between classroom activities and work that students do at home, in preparation for the classroom meeting. The important goals are: to increase learning during classroom time, to enhance motivation, and to encourage students to prepare for classes. Furthermore, JiTT allows the instructor to make adjustments in the classroom activities based on a double-loop feedback, and ultimately helping instructors to best meet students’ needs (Learner-Centered Pedagogy). I also believe that infographics and concept maps are very effective tools that I would always include in JiTT activities, both in class and as homework assignments. Infographics can be used for visual representations of complex data and knowledge. It is a quicker way to present information in comparison of only written study material. Infographics, which I personally prepared, for summarizing large amount of lab protocol instructions were perceived by the students as extremely useful in clarifying important steps and ideas (see also written comments on SFF/CATE Spring 2015). Infographics could also improve learners’ cognition during the process of creating them. And it could be done as a pre-lab activity for organizing the material in a more concise logical manner. The learners can also use infographics for summarizing important concepts during the cognitive process in the classroom, which would help them in constructing their own knowledge (Learner-Centered Pedagogy).

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Furthermore, Concept maps are extremely useful tools for improving and deepening students’ comprehension of the study material. And like infographics can be used during class and out of the classroom. Those above-mentioned approaches are valuable addition to how I use MasteringBiology Reading Questions in Human Biology lecture (1001). Of note, I made a comment on how I use the MasteringBiology/Pearson platform at the HHMI/SI meeting and one of the participants, who is the executive editor of the education department at Macmillan Education, stood up to compliment me about how I use the MB platform, which is very similar to the one that Macmillan Education offers to their users.

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5. Example of Contribution on Curriculum Development.

Suggestions for CELL STRUCTURE (3096). From: Cinzia Sevignani To: Sheffield, Joel B. (Note: Just a Draft, if interested, I would be happy to elaborate more on it)

- Regarding Lab Reports/Writing intensive course: as we previously discussed, during the last several years, I think that students should not write more than 3 Lab Reports during the semester.

- > I understood that it is a long process and they are working on it now.

o Less L.R.s in a writing intensive course will make a difference for the students and Instructors as well. More time could be dedicated to review, feedback and useful comments. Furthermore, students will benefit from it, because it will allow a deeper understanding of each topic.

- I think that students should be provided during the first week of class/Lab with various examples from previous Lab Reports. I would suggest: very good examples (20 points), average (16-17 points), bad examples (14-15) and very bad examples (10-13). Furthermore, I believe that it would be important to provide basic information/rules on scientific writing, editing services, and/or anything else that could be helpful to understand the difference between scientific writing and writing in other academic fields.

o Providing examples should hopefully reduce their habits to ask for copies of L.R.s to friends, which can increase plagiarism issues.

- Instructors should be able to give effective feedback as soon as possible and in Labs, possibly the following week. Which implies that students should not submit any lab report during the last two weeks of Labs (useless as a teaching tool in this case, b/c feedback cannot be provided on time).

- Feedback should also be provided using a Rubric that matches the Writing Portfolio requirements. Furthermore, common mistakes should be listed for each section and discussed in class after each Lab Report, leaving specific/individual issues for office hours. I always invite students to discuss their drafts during office hours before SA submission and they really appreciate it. ~ 50% of students work part-time at Temple (some up to 20 hours/week!), so the official office hours are usually not enough to cover the requests of 64 students (4 sections). So I try to accommodate students also between Labs, which is very difficult for everybody. This is another reason why to have more time in Lab to

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discuss Lab Reports would be much more effective and practical for students and Instructors as well.

- And yes, the peer-review activity is very useful for the majority of students. I compared the average of my grading with the peer-review exercise that they had in class and they overlapped! I told my students that from this exercise we learned how much we agreed with each other on the quality of the Lab Reports. They were surprise too!

- Regarding Labs: to promote engagement and long-term retention, I would suggest: “could we do less and better”. Students seemed, to me, often overwhelmed with too many tasks in Lab. We should also try to have clear goals in Lab? Is the main goal to learn concepts and reinforce what they are learning in Lecture? Or is the main goal more technical in order to have good data for Lab Reports? Can we really achieve both? If students don’t even know how to use a micropipette? Furthermore, long-term retention could be promoted if we would have the time to explain how what is done in the Lab relates to their previous knowledge. Furthermore, examples from the scientific community that includes practical and useful applications in our society and/or in everyday life would stimulate engagement.

Note: I also believe that Instructors should have the time to experiment some new teaching tools or implement new ideas and to be able to analyze the results at the end of each semester. Because our goals should also focus on improving teaching tools in order to promote comprehension and long-term retention. So, if Instructors don’t teach Summer Courses, they can devote some of their time to other educational projects. Poster Presentations are one of the ways that I use to share my experience with the educational psychology/cognitive science community in higher education. But if Instructors are overwhelmed with papers it is very difficult to accomplish it.

6. Conferences, Seminars & Workshops for Professional Development

Summer 2015: I was accepted to the 2015 HHMI/National Academies Summer Institute (SI) on Undergraduate Education in the Life Sciences from June 14-19 at Princeton University. [http://www.academiessummerinstitute.org/northeast/ Goals, Expectations, Format of the Summer Institutes (SI)].

May 2015: Collaboration of Educators at Central High School: May 19, 2015. Session 1 Workshops - (9:00 - 10:00) 1.7 Can Insights from Neuroscience Transform Educational Outcomes? Due Quach: Founder of Calm Clarity, a neuroscience-based leadership, resilience, and mindfulness training program. Session 2 Workshops - (10:15 - 11:15) 2.4 Robotics Education in Philadelphia Daniel Ueda: Associate Director for Education and Outreach – GRASP Laboratory, UPenn.

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Session 3 Workshops - (11:30-12:30) 3.2 Franklin’s Spark: 1720-1765 Amy Cohen: Director of Education at History Making Production. Session 4 Workshops - (12:45-1:45) 4.6 Free 3D Art Tech: Sketchup and Sculptris Central High School Teacher. Session 5 Workshops - (2:00-3:00) 5.8 3D Medical Manufacturing Trans Lualhati: Founder of Dashbot, 3D Biomedical Engineer.

ANNUAL FACULTY CONFERENCES FOR TEACHING EXCELLENCE

Temple University

2015 - 13th Annual Faculty Conference for Teaching Excellence This regional conference focuses on critical challenges in teaching and learning and how to address them. - REGISTERED AND ABSTRACT SUBMISSION. 2014 - 12th Annual Faculty Conference for Teaching Excellence This regional conference focuses on critical challenges in teaching and learning and how to address them. - POSTER ACCEPTED AND PRESENTED. 2013 - 11th Annual Faculty Conference for Teaching Excellence This regional conference focuses on critical challenges in teaching and learning and how to address them. - ATTENDED.

Seminars, Workshops and Conferences History.

1. JANUARY 22, 2016: 14th Annual Faculty Conference on Teaching Excellence 8:30am - Howard Gittis Student Center, Room 200 - Temple University.

2. APRIL 15, 2016: TEACHING WITH TECHNOLOGY SYMPOSIUM - April 15, 2016 - Temple University. Keynote Speaker: Kathy Schrock - Do the EdTech Hokey Pokey: Put Your Whole Self In!

3. AUGUST 17, 2015: 12:00:00 PM - 1:00:00 PM | Main - TLC Conference Room

Syllabus Clinic Office Hours Status: You have a seat reserved for this Seminar

4. DECEMBER 3, 2014: 11:30:00 AM - 1:00:00 PM | Main - TECH Center Room 111

What Would You Do? Dealing with challenging situations and

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students Status: You Attended this seminar

5. SEPTEMBER 24, 2014: 10:00:00 AM - 11:30:00 AM | Web - Webex

Teaching Students How to Fish Status: You Attended this seminar

6. SEPTEMBER 23, 2014: SEP 30, 2:00:00 PM - 3:30:00 PM | Main - TECH Center Room 111

Don`t Be a Sage, Engage on the Stage Status: You Attended this seminar

7. SEPTEMBER 10, 2014: SEP 17, SEP 24, 2014 10:00:00 AM - 11:30:00 AM | Web - Webex

Teaching Students How to Fish Status: You Attended this seminar

8. SEPTEMBER 3, 2014: OCT 1, NOV 5, DEC 3, 10:00:00 AM - 11:30:00 AM | Main - TECH Center Room 111

What Would You Do? Dealing with challenging situations and students Status: You Attended this seminar

9. AUGUST 18, 2014: 1:00:00 PM - 2:00:00 PM | Main - TLC Conference Room, TECH 112

Syllabus Clinic Office Hours Status: You Attended this seminar

10. FEBRUARY 12, 2014: 3:30:00 PM - 5:00:00 PM | Main - Engineering Building, room 126

6th Annual STEM Educators` Lecture: Dr. Carl Wieman Status: You Attended this seminar

11. JANUARY 17, 2014: 9:00:00 AM - 5:00:00 PM | Main - Howard Gittis Student Center

12th Annual Faculty Conference on Teaching Excellence Status: You Attended this seminar

12. DECEMBER 2, 2013: 11:00:00 AM - 12:30:00 PM | Main - TECH Center Room 111

TLC Seminar: The Pedagogical Process of Prose: Effective Writing Assignments Status: You Attended this seminar

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13. JANUARY 16, 2013: 9:00:00 AM - 3:30:00 PM | Main - Howard Gittis Student Center, room 200

11th Annual Faculty Conference for Teaching Excellence Status: You Attended this seminar

14. DECEMBER 6, 2012: DEC 13, 1:00:00 PM - 2:30:00 PM | Main - TECH Center Room 107

TLC Series on Professional Development: Developing a Teaching Portfolio Status: You have a seat reserved for this Seminar

15. SEPTEMBER 14, 2012: 1:00:00 PM - 2:30:00 PM | Main - Tuttleman Learning Center, Suite 201 (Writing Cent

Scott Warnock: Teaching writing in digital environments-Hands-On Workshop Status: You Attended this seminar

16. JANUARY 16, 2012: 1:00:00 PM - 2:30:00 PM | Main - TECH Center Room 107

Beyond Breaking the Ice: Setting Up an Effective Learning Environment on the First Day of Class (for TAs) Status: You Attended this seminar

17. JANUARY 11, 2012: 8:30:00 AM - 3:00:00 PM | Main - Howard Gittis Student Center, room 200

10th Annual Faculty Conference on Teaching Excellence Status: You Attended this seminar

18. OCTOBER 31, 2011: 3:00:00 PM - 4:30:00 PM | Main - TECH Center room 109

PowerPoint: Design & Deliver an Engaging & Effective Presentation Status: You Attended this seminar

19. OCTOBER 3, 2011: 4:00:00 PM - 5:30:00 PM | Main - TLC Conference Room, TECH 112

Creating Effective Writing Assignments Status: You have a seat reserved for this Seminar

20. SEPTEMBER 27, 2011: 4:30:00 PM - 6:00:00 PM | Main - TLC Conference Room, TECH 112

Hypothesis: Experimentation + Discovery = Deeper Learning in Labs (for TAs)

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Status: You have a seat reserved for this Seminar

21. SEPTEMBER 27, 2011: 10:30:00 AM - 11:30:00 AM | Main - TLC Conference Room, TECH 112

STEM the Tide Status: You Attended this seminar

22. SEPTEMBER 26, 2011: 1:00:00 PM - 2:30:00 PM | Main - TECH Center Room 111

Beyond Plug & Chug: Teaching a Problem Solving Process Status: You Attended this seminar

23. SEPTEMBER 22, 2011: 3:00:00 PM - 4:30:00 PM | Main - TLC Conference Room, TECH 112

Save Time, Teach Well Status: You Attended this seminar

24. SEPTEMBER 16, 2011: 12:30:00 PM - 2:00:00 PM | Main - TLC Conference Room, TECH 112

Facilitating Meaningful Discussion in the Classroom (for TAs) Status: You Attended this seminar

25. SEPTEMBER 23, 2010: 2:00:00 PM - 3:30:00 PM | Main - TECH Center Room 111

Developing a Teaching Philosophy Status: You Attended this seminar

26. SEPTEMBER 14, 2010: 1:00:00 PM - 2:30:00 PM | Main - TLC Conference Room, TECH 112

Can We Talk? Increasing Student Engagement through Structured Discussions Status: You Attended this seminar

27. AUGUST 19, 2010: 2:00:00 PM - 3:30:00 PM | Main - TLC Conference Room, TECH 112

Improving our Teaching by becoming Critically Reflective Teachers Status: You Attended this seminar

28. AUGUST 17, 2010: 1:00:00 PM - 2:30:00 PM | Main - TLC Conference Room, TECH 112

What would you do? Dealing with challenging situations and students Status: You Attended this seminar

29. Instructional Consultation (Individual 2009-2014)

1:00:00 PM - 2:00:00 PM | Main - TLC Conference Room, TECH 112

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TLC teaching consultations with Rob Pred and/or other TLC faculty fellow members: APRIL 21, 2014, APRIL 7, 2014, AUGUST 13, 2012, MAY 23, 2012, SEPTEMBER 27, 2011, AUGUST 31, 2010, AUGUST 24, 2010, SEPTEMBER 9, 2010, SEPTEMBER 11, 2009. 11:00:00 AM - 12:00:00 PM | Main - TLC Conference Room, TECH 112 TLC teaching consultations with Pamela Barnett, Director: MARCH 20, 2013 7:00:00 AM - 8:00:00 AM | Main - TLC Conference Room, TECH 112 TLC teaching consultations with Johanna Inman, Assistant Director: MARCH 18, 2014. 8:00:00 AM - 9:00:00 AM | Main - Office TLC teaching consultations with Peter Watkins, Assistant Director: AUGUST 18, 2014.

7. Abstracts: Faculty Conference on Teaching Excellence

Poster Session on Teaching Excellence: Abstract Submitted

January 8th, 2015

Title: Assessment of Students’ perceptions of the value of Audiovisual Education in comprehension of Biology Concepts.

ABSTRACT

If a picture is worth a thousand words, then is a video really worth a million words? Multimedia-based education (MBE) employs audiovisual materials (AVM) during lectures with the goal of improving comprehension and retention. Videos are everywhere today. Audiovisual education (AVE) can effectively integrate verbal and written instructions.

Why, When and How to use videos in higher Education? Introducing new concepts and skills is a complex task. I think that it is very important to provide a way to visualize and create new associations on the material that students are learning in class. I have personally chosen short educational videos for Biology students that were related to their practical experience in Labs or that could introduce the written theory of each Lab in a visual manner. Students were supposed to watch the AVM, before and after classes with the goal of improving their comprehension of bio labs and to integrate written instruction. The positive outcome of selected AVM on students’ comprehension of lab instructions and concepts is supported by the data from student surveys, which I personally developed and administrated by using surveymonkey. Over several years, I improved the surveys that were administered during Spring 2014 to undergraduate students, BIO1111 and BIO1911, at the end of the semester to determine students’ perceptions about studying and learning Biology. They voluntarily completed all parts of those surveys. The recent data confirmed the findings from previous pilot studies. The majority of students agreed, Mean Rating of Agreement (MRA) between 3.5 and 4.5, that selected educational videos were very useful in improving their comprehension of Biology Labs.

Surveys are also valuable tools to assess my own teaching strategies. I used the anonymous student surveys to integrate the SFF/CATE Reports, which are not

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the only way to gather useful information regarding the best teaching practice. The students’ feedback strongly suggested that AVM are perceived by students as very useful materials in improving their comprehension of Biology lab classes.

Poster Session on Teaching Excellence: Poster Accepted and Presented

January 17th, 2014 - Abstract

Title: Improving Students’ comprehension of Biology Labs with Audio-Visual Materials.

The learning process is complex and it cannot be simply described as a way to incorporate new written knowledge. Human beings elaborate external information through the five senses of the nervous system. The external inputs are processed to build models and patterns of new knowledge in a way that is different for each individual. Audio-visual (AV) materials are very useful to improve general comprehension for the majority of students, especially when delivered before each Biology Lab class.

It is well accepted that the same information should be presented to students in a variety of ways to improve comprehension and learning. The three principles of Universal Design for Learning (UDL) illustrate the importance of presenting class materials in multiple ways to promote students’ engagement at different levels of comprehension and stimulate students’ interest toward self-learning. Furthermore, the learning process in adults may be more effective when the new concepts retrieve previous background knowledge and/or life experience in each subject. Because of the technological advancements, today’s teachers can select interesting AV materials from reliable websites. In this pilot study, educational videos either related to the student’s practical laboratory experience or aimed at facilitating comprehension of written scientific topics, were selected for undergraduate biology students belonging to two different level courses. Educational videos last approximately 3 to 15 minutes and could be viewed at any time and location. Students’ response to these preliminary AV Learning approaches was evaluated through an anonymous online survey (http://www.surveymonkey.com/). The data revealed that approximately 75% (BIO 2296: 83.4% and BIO 1111: 69.2%) of the students found Extremely/Very Helpful the use of educational videos as a method to improve comprehension on a specific subject. The results of this pilot study suggest that AV materials are very useful teaching tools, which should be introduced in Biology Lab class and, perhaps, in all other undergraduate and graduate courses as support to the written material available to students.

"The mediocre teacher tells. The good teacher explains.

The superior teacher demonstrates. The great teacher inspires." ~ William Arthur Ward

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CURRICULUM VITAE Cinzia Sevignani, Ph.D.

_______________________________________________________________________ 1014 Spruce St., 2-2, Philadelphia, PA 19107 E-mail: csevi@temple.edu

Legal Status: Citizen Mobile: 267-918-2834

Links: https://sites.temple.edu/cinziasevignani/; https://www.linkedin.com/in/cinziasevignani

Foreign Academic Credentials evaluated by World Education Services (WES), New York.

_______________________________________________________________________

SUMMARY OF QUALIFICATIONS

Established Instructor in Cancer Biology, Genetics, Anatomy & Physiology and in

Molecular Diagnostic Techniques. Strong Biomedical/Scientific background and

knowledge of medical terminology. Interactive teaching style utilizing creative and visual

display presentations. Excellent research and writing capabilities as showcased in thirty-

two publications listed in PubMed.

CORE STRENGTHS

Teaching skills, Cell/Molecular Biology, Primary tissue cultures, Cancer

Biology/Genetics, Microsurgery: Orthotopic Mouse Model of colorectal cancer,

Histology, Immunohistochemistry (I.H.C.), Electron Microscopy (T.E.M. & S.E.M.),

Databases/Bioinformatics, Detail Oriented, Team-player, Communication skills,

Flexibility, Patient, Helpful.

TEACHING EXPERIENCE from 2005 to PRESENT

Accomplishments

1) A: Teaching Assistant Professor in Biology: Human Biology

(BIO1001 Lecture and Labs); Systems Physiology-

Engineers/Mammalian Physiology, Cell Structure and

Genetics/Labs (BioEng5737/Bio3334, 3096, 2203, 1111 Labs),

Lecture Coordinator, Mastering Biology (Fall 2011 - BIO1111),

College of Science & Technology, Department of Biology, Temple

University, Philadelphia (2009-Present).

B: Adjunct Professor in Human Physiology (DPT8512), College of

Health Professions, Department of Physical Therapy, Temple

University, Philadelphia (Summer II - 2011).

2) Adjunct Faculty: Genetics – Labs (Biology 2203), College of

Science & Technology, Department of Biology, Temple

University, Philadelphia (Spring 2009).

3) Adjunct Faculty: Anatomy & Physiology [I & II] (BIO 103/104:

Lectures and Labs), Harcum College, School of Allied Health

Science, Department of Biology, Philadelphia (Summer I & II -

2009).

40

4) Laboratory Teaching Associate of Molecular Diagnostic

Techniques (Graduate and Undergrad. - Bioscience Technologies:

Medical Technology – Clinical & Mol; Cell & Mol Techn -

MT507/CT307) College of Health Professions, Thomas Jefferson

University, Philadelphia (2008).

5) Established my teaching experience as Co-Coordinator of GE637:

Advanced Human Genetics, and Lecturer (GE637 and GE612) of

“MicroRNA genes and human disease” (Ph.D. Program -

Biomedical Sciences - Genetics) (2005-2008). Kimmel Cancer

Center, Thomas Jefferson University, Philadelphia.

6) Italian Teacher at the America-Italy Society (2005-2007) and TUCC

(Summer 2009 - NC). Professional Development Certificate:

Teaching Italian in a Learner-Centered approach. University of

Pennsylvania, Philadelphia.

EDUCATION

2014: Earned the Teaching in Higher Education Certificate for Faculty. Temple

University, Philadelphia (GPA 3.85).

2014 (Spring – Part Two): Successfully completed the graduate-level course in

Educational Technology EPSY 8960/ED 5804/Teaching in Higher Education

Certificate for Faculty. This TLC course focuses on the research on how people learn

and best teaching practices, including course design.

2013 (Spring – Part One): Successfully completed the graduate-level course in

Educational Psychology EPSY 8985/Teaching in Higher Education Certificate for

Faculty. This TLC course focuses on the research on how people learn and best teaching

practices, including course design.

2001 - 2002: Non-degree Pre-MBA program (1. Management, 2. Macroeconomics -

Prof. W. Sudell) at Thomas Jefferson University, Philadelphia.

1995 - 1999: Specialty in Clinical Pathology (Post Graduate Certif. - 4 years – GPA 4).

Professional Doctorate Earned in 1999. Program of the 1styear: Molecular Diagnostics,

2nd

year: Gene Therapy, 3rd

year: Cancer Genetics, 4th

year: Virology. Department of

Pathology, University of Modena (Italy).

1996: Earned Research Doctorate (Ph.D.) in Dermatological Immunology.

1992 - 1995: Ph.D. program in Dermatological Immunology, Department of

Dermatology, Laboratory of Cell Biology, University of Modena (Italy).

1990: Graduated in Natural Sciences (MS), Summa Cum Laude (University of Modena

(Italy).

1987: Graduated in Biology (MS), University of Modena (Italy).

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1976 - 1981: The Art Institute of Trento (High School Diploma, 5 years) – Applied Arts

& Design (Italy).

RESEARCH EXPERIENCE USA from 1996 to 2008

Accomplishments

Research Specialist; Department of Microbiology,

University of Pennsylvania School of Medicine, Philadelphia, PA.

1) Performed transient siRNA in vitro transfection into insect cell lines

(Drosophila Melanogaster - Inventory and maintenance of Lab supplies).

Research Associate; Department of Biochemistry and Molecular Biology,

Kimmel Cancer Center, Thomas Jefferson University, Philadelphia,

PA.

1) Established new conditions and protocols for intercrossing and

genotyping animals in a mouse model for human inflammatory disease to

validate biochemical pathway leading to caspase-1 activation in these

phenotypes.

Research Associate with Dr. L. Siracusa – Associate Professor,

Department of Microbiology and Immunology,

Kimmel Cancer Center, Thomas Jefferson University, Philadelphia,

PA.

1) Studied the potential role of microRNAs as cancer modifier genes in

mouse strains with different tumor susceptibility and constructed a

Database (Sevignani & Calin et al. 2007;

http://isley.kcc.tju.edu/kcc/siracusa/musmirsus-2.htm).

2) Published review entitled “Mammalian microRNAs: a small world for

fine-tuning gene expression” in Mammalian Genome (Sevignani et al.

2006).

3) Development of new microsatellites markers to identify chromosomal

regions carrying potential new modifier genes in a mouse model for

intestinal cancer.

Research Instructor with Dr. C. Croce, Director KCC

Department of Microbiology and Immunology,

Kimmel Cancer Center, Thomas Jefferson University, Philadelphia,

PA.

1) MicroRNAs involvement in human cancers on a genome-wide basis

was investigated mapping 186 microRNAs and comparing their location

to previously reported nonrandom genetic alterations. This was the first

report showing that human microRNA genes are frequently located in

cancer associated regions (Calin & Sevignani et al. 2004). Contributed to

42

development of a customized microarray to study microRNA genes

expression (Liu et al. 2004).

2) The potential of TES gene therapy was studied by evaluating the

effects of adenoviral TES transduction (Ad-TES) in cell lines, confocal

imaging system was used to monitor the infection rate (Sarti &

Sevignani et al. 2005).

Post-Doctoral fellowship with Dr. Andrei Thomas-Tikhonenko.

Department of Pathobiology, Veterinary School, University of

Pennsylvania, Philadelphia, PA.

1) In order to identify gene involved in cell proliferation, gene expression

profiles were compared in p53-deficient murine colonocytes and their c-

Myc-transformed counterparts, which possess enhanced

proliferative

potential (Tikhonenko et al. 2004).

2) Ectopic and/or orthotopic transplantation of murine colonocytes were

done in immunocompetent syngeneic hosts (Dews et al. 2006).

Post-Doctoral fellowship with Dr. Bruno Calabretta.

Department of Microbiology and Immunology, Kimmel Cancer

Center, Thomas Jefferson University, Philadelphia, PA.

1) Established primary cultures of epithelial cells from the colonic crypts

of p53-deficient mice. This was the first attempt that successfully

established a long term primary culture from mouse colonic crypts. After

ectopic expression of an activated Ki-ras these cells acquire a

tumorigenic phenotype as shown by forming colonies in soft agar and

growing as tumors in immunodeficient SCID mice and in

immunocompetent syngeneic hosts (Sevignani et al. 1998).

2) Established primary cultures of epithelial cells from the colon crypts of

Msh2-/- p53-/- double-knockout mice. These cells undergo spontaneous

transformation. Treatment of early passage cells with the mutagen

methylmethane thiosulfonate (MMS) further decreases the transformation

latency (Sevignani et al. 1999).

CLINICAL and RESEARCH EXPERIENCE ITALY from 1987 to 1995

Accomplishments

Thesis in the Laboratory of Cell Biology, with Dr. Alberto Giannetti.

Department of Dermatology, University of Modena (Italy).

Responsibilities: Evaluating ECP (eosinophilic cationic protein) serum

levels and immunohistoistochemistry (anti-EG1 and anti-EG2

43

monoclonal antibodies) of skin biopsy in patients affected by chronic

idiopathic urticaria.

Fellowship with Dr. Alberto Giannetti, Laboratory of Cell Biology,

Department of Dermatology, University of Modena (Italy).

Responsibilities: Primary culture of keratinocytes derived from human

skin. Immunohistochemistry and Flow Cytometry to study the expression

of neuropetides in human skin.

Fellowship with Dr. Antonino Forabosco, Laboratory of

Cytogenetics,

Department of Human Anatomy, University of Modena (Italy).

Responsibilities: Primary cell cultures derived from different kinds of

solid tissues, amniotic liquid, blood and karyotyping (screening of

inherited chromosomal abnormalities).

Internship with Dr. Gianpaolo Trentini,

Laboratory of Human Pathology, Department of Anatomy and

Pathology, University of Modena (Italy). Responsibilities: Cytology,

Electron Microscopy, Flow Cytometry, Immunochemistry and Histology.

POSTER PRESENTATION

C. Sevignani: Improving students’ comprehension of Biology Labs with Audio-Visual

materials. Poster presented at the 12th

Annual Faculty Conference on Teaching

Excellence - January 17, 2014. Temple University, Philadelphia, PA.

PUBLICATIONS

https://sites.temple.edu/cinziasevignani/pubblications-patent/

http://www.ncbi.nlm.nih.gov/pubmed/?term=Sevignani+C

1. Baffa R, Fassan M, Sevignani C, Vecchione A, Ishii H, Giarnieri E, Iozzo RV,

Gomella LG, Croce CM. Fez1/Lzts1 deficient mice are more susceptible to N-

butyl-N-(4-hydroxybutil) nitrosamine (BBN) carcinogenesis. Carcinogenesis.

2008 Jan 12 [Epub ahead of print]

2. Gottardo F, Liu CG, Ferracin M, Calin GA, Fassan M, Bassi P, Sevignani C,

Byrne D, Negrini M, Pagano F, Gomella LG, Croce CM, Baffa R. Micro-RNA

profiling in kidney and bladder cancers. Urol Oncol. 2007 Sep-Oct;25(5):387-92

3. Calin GA, Liu CG, Ferracin M, Hyslop T, Spizzo R, Sevignani C, Fabbri M,

Cimmino A, Lee EJ, Wojcik SE, Shimizu M, Tili E, Rossi S, Taccioli C, Pichiorri

F, Liu X, Zupo S, Herlea V, Gramantieri L, Lanza G, Alder H, Rassenti L,

Volinia S, Schmittgen TD, Kipps TJ, Negrini M, Croce CM. Ultraconserved

regions encoding ncRNAs are altered in human leukemias and carcinomas.

Cancer Cell. 2007 Sep;12(3):215-29

4. Yendamuri S, Trapasso F, Ferracin M, Cesari R, Sevignani C, Shimizu M, Rattan

S, Kuroki T, Dumon KR, Bullrich F, Liu CG, Negrini M, Williams NN, Kaiser

44

LR, Croce CM, Calin GA. Tumor suppressor functions of ARLTS1 in lung

cancers. Cancer Res. 2007 Aug 15;67(16):7738-45

5. *Sevignani C, *Calin GA, Nnadi S, Shimizu M, Davaluri RV, Hyslop T, Demant

P, Croce CM, Siracusa L. MicroRNA genes are frequently located near mouse

cancer susceptibility loci. Proc Natl Acad Sci USA 2007 May 8; 104(19):017-

8022. (*Sevignani C and *Calin GA contributed equally to this work)

6. Wlodarski P, Sevignani C, Fernandes MJ, Calabretta B, Wlodarski KH. Tumor

induced by Moloney sarcoma virus causes periosteal osteogenesis engaging

osteopontin, fibronectin, stromelysin-1 and tenascin. Neoplasma. 2007;

54(2):173-9

7. M.Dews, A.Homayouni, D.Yu, D.Murphy, C. Sevignani, E.Wentzel, E.E.Furth,

W.M. Lee, G.Enders, J.Mendell, and A.Thomas-Tikhonenko. "Augmentation of

tumor angiogenesis by the Myc-activated microRNA cluster", Nature Genetics.

2006 38(9):1060-1065

8. Sevignani C, Calin GA, Siracusa LD, Croce CM. Mammalian microRNAs: a

small world for fine-tuning gene expression. Mamm Genome. 2006 Mar;

17(3):189-202. Epub 2006 Mar 3

9. Zanesi N, Aqeilan R, Drusco A, Kaou M, Sevignani C, Costinean S, Bortesi L, La

Rocca G, Koldovsky P, Volinia S, Mancini R, Calin G, Scott CP, Pekarsky Y,

Croce CM. Effect of rapamycin on mouse chronic lymphocytic leukemia and the

development of nonhematopoietic malignancies in Emu-TCL1 transgenic mice.

Cancer Res. 2006 Jan 15;66(2):915-20

10. Calin GA, Ferracin M, Cimmino A, Di Leva G, Shimizu M, Wojcik SE, Iorio

MV, Visone R, Sever NI, Fabbri M, Iuliano R, Palumbo T, Pichiorri F, Roldo C,

Garzon R, Sevignani C, Rassenti L, Alder H, Volinia S, Liu CG, Kipps TJ,

Negrini M, Croce CM. A MicroRNA signature associated with prognosis and

progression in chronic lymphocytic leukemia. N Engl J Med. 2005 Oct

27;353(17):1793-801

11. *Zanesi N, *Mancini R, *Sevignani C, Vecchione A, Kaou M, Valtieri M, Calin

GA, Pekarsky Y, Gnarra JR, Croce CM, Huebner K. Lung cancer susceptibility in

Fhit-deficient mice is increased by Vhl haploinsufficiency. Cancer Res. 2005 Aug

1;65(15):6576-82 (*N. Zanesi, *R. Mancini, and *C. Sevignani contributed

equally to this work)

12. *Sarti M, *Sevignani C, Calin GA, Aqeilan R, Shimizu M, Pentimalli F, Picchio

MC, Godwin A, Rosenberg A, Drusco A, Negrini M, Croce CM. Adenoviral

Transduction of TESTIN Gene into Breast and Uterine Cancer Cell Lines

Promotes Apoptosis and Tumor Reduction In vivo. Clin Cancer Res. 2005 Jan

15;11(2 Pt 1):806-13. (*Sarti M and *Sevignani C contributed equally to this

work)

13. Vecchione A, Sevignani C, Giarnieri E, Zanesi N, Ishii H, Cesari R, Fong LY,

Gomella LG, Croce CM, Baffa R. Inactivation of the FHIT gene favors bladder

cancer development. Clin Cancer Res. 2004 Nov 15;10(22):7607-12

14. Calin GA, Liu CG, Sevignani C, Ferracin M, Felli N, Dumitru CD, Shimizu M,

Cimmino A, Zupo S, Dono M, Dell'Aquila ML, Alder H, Rassenti L, Kipps TJ,

Bullrich F, Negrini M, Croce CM. MicroRNA profiling reveals distinct signatures

45

in B cell chronic lymphocytic leukemias. Proc Natl Acad Sci U S A. 2004 Jul 29

[Epub ahead of print]

15. Liu CG, Calin GA, Meloon B, Gamliel N, Sevignani C, Ferracin M, Dumitru CD,

Shimizu M, Zupo S, Dono M, Alder H, Bullrich F, Negrini M, Croce CM. An

oligonucleotide microchip for genome-wide microRNA profiling in human and

mouse tissues. Proc Natl Acad Sci U S A. 2004 Jun 29;101(26):9740-4. Epub

2004 Jun 21. (Patent)

16. Thomas-Tikhonenko A, Viard-Leveugle I, Dews M, Wehrli P, Sevignani C, Yu

D, Ricci S, el-Deiry W, Aronow B, Kaya G, Saurat JH, French LE. Myc-

transformed epithelial cells down-regulate clusterin, which inhibits their growth in

vitro and carcinogenesis in vivo. Cancer Res. 2004 May 1;64(9):3126-36

17. *Calin GA, *Sevignani C, Dumitru CD, Hyslop T, Noch E, Yendamuri S,

Shimizu M, Rattan S, Bullrich F, Negrini M, Croce CM. Human microRNA

genes are frequently located at fragile sites and genomic regions involved in

cancers. Proc Natl Acad Sci U S A. 2004 Mar 2;101(9):2999-3004. Epub 2004

Feb18 (*Calin GA and *Sevignani C contributed equally to this work)

18. Sevignani C, Calin GA, Cesari R, Sarti M, Ishii H, Yendamuri S, Vecchione A,

Trapasso F, Croce CM. Restoration of fragile histidine triad (FHIT) expression

induces apoptosis and suppresses tumorigenicity in breast cancer cell lines.

Cancer Res. 2003 Mar 15;63(6):1183-7

19. B.Turner, M. Ottey, D. B. Zimonjic, M. Potoczek, W. W. Hauck, E. Pequignot, C.

Keck-Waggoner, C. Sevignani, M. Aldaz, P. McCue, J. Palazzo, K. Huebner, N.

C. Popescu. The FHIT/FRA3B locus and repair deficient cancers. Cancer Res.

July 15; 62 (14), 2002

20. C. Hunter, D. Yu, M. Gee, C. Ngo, C. Sevignani, M. Goldschmidt, T. Golovkina,

S. Evans, W.M. Lee, A.T. Tikhonenko: Systemic inhibition of angiogenesis

underlies resistance to tumors during acute toxoplasmosis. J Immunol. 2001 May

15; 166 (10): 5878-81

21. A. Janz, C. Sevignani, K. Kenyon, C. Ngo, A.T. Tikhonenko: Activation of Myc

oncoprotein leads to increased turnover of thrombospondin-1 mRNA. Nucleic

Acids Research 28 (11): 2268-2275, 2000

22. M. Cervellera, G. Raschella, G. Santilli, B. Tanno, A. Ventura, C. Mancini, C.

Sevignani, B.Calabretta, A. Sala: Expression of Apolipoprotein J gene (Clusterin)

is positively regulated by B-Myb in neuroblastoma cells and correlates with

advanced disease stages. J Biol Chem Apr 18, 2000

23. C. Sevignani, A. Craston, R. Fishel, R.V. Iozzo, B. Calabretta: Spontaneous and

mutagen-induced transformation of primary cultures of p53-/-Msh2-/-

colonocytes. Cancer Res 59: 5882-5886, 1999 – U.S. Provisional Patent

Application entitled: Culture of Msh2-/-p53-/- Colonocytes as in Vitro Cancer

Model. Ref.No.: CAL01.P0001 Filed: November 30, 1999

24. C. Sevignani, P. Wlodarski, J. Kirillova, K. G. Danielson, E. W. Mercer, R. V.

Iozzo, B. Calabretta: Tumorigenic conversion of p53-deficient colon epithelial

cells by an activated Ki-ras gene. J Clin Invest 101: 1572-1580, 1998

25. P. Wlodarski, M. Wasik, M. Ratajczak, C. Sevignani, G. Hoser, J. Kawiak, B.

Calabretta, T. Skorski: Role of p53 in hematopoietic recovery after cytotoxic

treatment. Blood 91: 2998-3006, 1998

46

26. A.Motolese, C. Sevignani, A. T. Scacchetti, B. M. Manzini, M. Donini: Levels of

eosinophilic cationic protein (ECP) in the serum of patients pazienti affected by

chronic idiopathic urticaria. G Ital Dermatol Venereol 131: 83-7, 1996

27. C. Pincelli, C. Sevignani, R. Manfredini, A. Grande, F. Fantini, L. Bracci-

Laudiero, L. Aloe, S. Ferrari, A. Cossarizza, A. Giannetti: Expression and

function of Nerve Growth Factor and nerve growth factor receptor on cultured

keratinocytes. J Invest Dermatol 103: 13-18, 1994

28. C. Pincelli, C. Sevignani, A. Grande, F. Fantini, L. Aloe, A. Giannetti: Normal

human keratinocytes express nerve growth factor receptor and proliferate in

response to nerve growth factor. J Invest Dermatol 100: 439A, 1993

29. C. Pincelli, F. Fantini, L. Giardino, M. Zanni, L. Calzà, C. Sevignani, A.

Giannetti: Autoradiographic detection of substance P receptors in normal and

psoriatic skin. J Invest Dermatol 101: 301-304, 1993

30. C. Pincelli, F. Fantini, P. Romualdi, C. Sevignani, G. Lesa, L. Benassi, A.

Giannetti: Substance P is diminished and vasoactive intestinal peptide is

augmented in psoriatic lesions and these peptides exert disparate effects on the

proliferation of cultured human keratinocytes. J Invest Dermatol 98: 421-427,

1992

31. C. Pincelli, F. Fantini, C. Sevignani, A. Baraldi, A. Giannetti: Cutaneous

innervation in chronic renal failture patients. An immunohistochemical. Chronica

Dermatologica (Suppl) Gennaio-Febbraio: 43-44, 1992

32. C. Pincelli, F. Fantini, P. Romualdi, G. Lesa, C. Sevignani, A. Giannetti:

Substance P and Vasoactive Intestinal Polypeptide in pathogenesis of psoriatic

lesions. Neuropeptides 22,1: 52-53, 1992

33. C. Pincelli, F. Fantini, C. Sevignani, L. Benassi, A. Giannetti: Substance P

inhibits the vasoactive intestinal polypeptide (VIP)-induced proliferation of

cultured human keratinocytes. J Invest Dermatol 98: 538, 1992

34. F. Fantini, A. Baraldi, C. Sevignani, A. Spattini, C. Pincelli, A. Giannetti:

Cutaneous innervation in chronic renal failture patients. An

immunohistochemical study. Acta Derm-Venereol 72: 102-105, 1992

35. C. Pincelli, F. Fantini, L. Benassi, C. Sevignani, A. Giannetti: Effects of

vasoactive intestinal polipeptide-related peptides on the proliferation of cultured

human keratinocytes. J Invest Dermatol 96: 558, 1991

36. F. Fantini, C. Pincelli, C. Sevignani, A. Baraldi, A. Giannetti: Langerhans cells

can express neuron-specyfic enolase (N.S.E.) immunoreactivity. Arch Dermatol

Res 283: 10-12, 1991

37. C. Pincelli, F. Fantini, A. Baraldi, C. Sevignani, A. Spattini, A. Giannetti:

Neurochemical markers in skin from patients with uremic pruritus. E.S.D.R.

Annual Meeting , Turin June 9-12, 1990. J Invest Dermatol 95: 483, 1990

38. M. Bondi, C. Grisolia, C. Sevignani, M. Migaldi: "Farmer's lung" as a

professional disease in agriculture: environmental investigation. Riv. Tuberc. Mal.

App. Resp. 22: 299-316, 1990.

39. C. Kirchlechner, C. Sevignani, M. Bondi: Investigation of pollution in Caldaro

Lake (Italy). L'Igiene Moderna 94: 55-67, 1990.

40. F. Rivasi, G. De Aloysio, R.A. Fano, F. Boselli, C. Sevignani: Use of avidin-

biotin-peroxidase complex (A.B.C.) technique for the localization of Human

47

Papilloma Virus on semithin sections of cytologic cervico-vaginal samples

embedded by electron microscopy. The CERVIX and the lower female genital

tract 8: 349-354, 1990.

INVITED LECTURE

November 3, 1997: “Tumorigenic conversion of p53-deficient colon epithelial cells by

an activated Ki-ras gene”. Department of Oncology, University of Modena (Italy).

MEMBERSHIPS - PROFESSIONAL AND SCIENTIFIC

American Association for Cancer Research (member, 2000 – 2005)

COMMUNITY SERVICE

FAKS, Philadelphia, PA – Foster, adoptive and kinship support, Inc. (member:

2004/2005)

Red Cross Volunteer (Modena; Italy: 1990-1995); Adult CPR and First Aid (American

Red Cross: 2003); Adult CPR (American Heart Association: 2005)

Environment and Urban Air Quality. Although I am not affiliated with any

organization, I devote some of my personal time to community service initiatives: Public

Health and Environment. Example: Urban Air Quality - Do you know how the air you

breathe can affect your health? Champion: Cinzia Sevignani -

http://southeastern.pasierra.org/ConsvAQ.html