Terry Conley RName Ph.D., University of Iowa, M.Ed ...12 staff, with an annual budget of $5.6...

RName Terry Conley Degrees Obtained (Dates not necessary):

Ph.D., University of Iowa, M.Ed., Southwestern Oklahoma State University, B.S., Northwestern Oklahoma State University Research (or Other Professional) Interests (limit 200 words): My primary interest is in the area of plant responses to the environment. Secondary areas of interest include disjunct (relict) plant populations and endolithic microbial communities. Teaching Interests (limit 200 words): My primary area of interest is in teaching microbiology for undergraduates, including both science majors and nursing majors. Secondary areas include genetics, biochemistry, and developing and teaching courses for non-science majors. Grants and/or Program Experience (limit 200 words): I have received funding from a variety of agencies, including the USDA/NRICGP (P.I.), National Science Foundation (Co-P.I.), the Oklahoma Department of Agriculture (P.I.), and miscellaneous university programs. Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Kindiger, B., Conley, T., Keith-Stanley, G.*, and Cai, H. (2011) Isolation and characterization of microsatellite markers in the grass Poa arachnifera Torr. Grassland Science. 57: 173-178. 2. Conrady, C. * and Conley, T.R. An Arabidopsis ankyrin-repeat protein interacts with TMK1, a receptor-like transmembrane kinase. West Coast Biological Science Undergraduate Research Conference, Point Loma Nazarene University, San Diego (April 29, 2006). 3. May, R.M.* and Conley, T.R. Interaction of an Arabidopsis tetratricopeptide repeat domain protein kinase with 2C-methyl-D-erythritol-2,4-cyclodiphosphate synthase. West Coast Biological Science Undergraduate Research Conference, Point Loma Nazarene University, San Diego (April 24, 2004). Activities Related to Undergraduate Research (limit 250 words): Beginning as a doctoral student at Iowa I was involved in mentoring undergraduates in the research laboratory. As a faculty member I have worked with undergraduates in the field and the laboratory since at least 1998. Two of the students I have worked with have gone on to earn recognition as Goldwater Scholars. NSF support allowed me to provide summer support for over 20 undergraduate research interns over a five year span. I have published with several undergraduate stduents. Campus responsibilities, activities, and accomplishments (limit 250 words): My current position is dean of the School of Science and Technology and professor of biology at Cameron University. I oversee six departments including 5 faculty and

12 staff, with an annual budget of $5.6 million. From 1996-2012 I was a faculty member at Oklahoma City University. There I progressed through the faculty ranks and served as a department chair, assistant dean, associate dean, and interim dean. Earlier in my career I taught fulltime for ten years at Oklahoma City Community College. One of my proudest accomplishments is receiving the Outstanding Faculty Award for 2005 at Oklahoma City University. Other Relevant Professional Service / CUR Service (limit 250 words): I am currently a member of the Deans Council of OK-INBRE, a consortium of Oklahoma universities and community colleges with support provided by NIH. I have been a member of the Oklahoma Academy of Science since 1976 and am active in that organization, including organizing or co-organizing three statewide meetings , and am currently a candidate for president-elect of the Oklahoma Academy of Science. I have attended several of the CUR national meetings and in November 2012 took part in the CUR Institutionalizing Undergrduate Research institute held in Oklahoma City. Statement explain how your experience would be of value to the CUR Council (limit 250 words: I have been a faculty member since 1979 and have served in both public and private institutions, including a large metropolitan community college. I bring a thorough understanding of the academy and its processes as well as an understanding of the challenges that faculty face in a predominanty undergraduate institution. My experience mentoring new faculty and in helping to expand undergraduate research opportunities may also be helpful to the CUR Council.

Name Christine E. Cutucache Degrees Obtained (Dates not necessary):

B.S., Ph.D.

Research (or Other Professional) Interests (limit 200 words): My research interests stem from my passion for translational research coupled with my enthusiasm for teaching. From the wet-bench side, my interests include the following: i.) Deciphering key components of the immune response that are elevated or depleted following a variety of physiological changes, including: cancer, infection, and pre- and post-transplantation, ii.) Identifying genetic modifiers of disease phenotypes and validating these as potential gene therapy candidates for treatment of genetic disease, and iii.) Developing improved diagnostic methods to use bedside to decrease healthcare costs and expedite diagnosis. Lastly, I am interested in educational scholarship/research. Specifically, the goal is to design nascent teaching methods and classroom technology to improve understanding and learning retention. Teaching Interests (limit 200 words): I currently teach microbiology, immunology, and cancer biology. My teaching interests include providing discipline-‐based education to undergraduate and graduate students, but also to K-‐12 public school teachers in-‐discipline with periodic seminars on pedagogy. Grants and/or Program Experience (limit 200 words):

• Sherwood Foundation, STEM Pedagogy & Community Outreach, 2013, (PI: C. Cutucache; Co-‐PI: T. Helikar) $98,886/year (renewable)

• NASA Nebraska Mini-‐Grant for NE STEM 4U, 2013 (C. Cutucache) $2,000 • NSF Travel Grant, ASM-‐CUE, May 2013 (C. Cutucache), $500 • UNO Technology Grant Approval for iPads, 2013 (C. Cutucache), $4,000 • SigmaXi Grant in Aid of Research, 2013 (B. Conroy; Mentor: C. Cutucache),

$500 • FUSE grant, 2013 (B. Conroy; Mentor: C. Cutucache), $3,000 • FUSE grant, 2013 (H. Wyble; Mentor: C. Cutucache), $3,000 • UNO UCRCA research funds, 2013 (PI: T. Helikar, Ph.D.; Co-‐PI: C. Cutucache),

$5,000 • UNO UCRCA research funds, 2013 (PI: C. Cutucache), $4,250 • UNO UCAT travel funds, February 2013 (C. Cutucache), $586 • UNO UCRCA travel funds (L. Dahlquist, undergraduate; C. Cutucache as

mentor), 2013 $500 • Presidential Graduate Fellowship (C. Cutucache) 2012 $24,000 • UNMC Fellowship 2012 (C. Cutucache) $24,000 • BRIN/INBRE Fellowship, 2009-‐2010 $21,000 • BRIN/INBRE Fellowship, 2008-‐2009 $21,000

• Undergraduate Research Council Grant, University of Nebraska at Kearney, 2007 $1,000

• SET Funds, University of Nebraska at Kearney, 2007 $500 • Undergraduate Research Council Grant, University of Nebraska at Kearney,

2006 $1,000 • Summer Student Research Program Project Grant, University of Nebraska at

Kearney, 2006 $2,500 • Undergraduate Research Council Grant, University of Nebraska at Kearney,

2005 $1,000 Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-‐authors with an asterisk (*) 1. Cutucache CE, Chen H*, Conroy B*, Madden C*, Peterson D*, Strathman L*, Stoffel S*, Kolok A. in press, October, 2013. Culturing Undergraduate Research at UNO: A collaboration among the Nebraska Watershed Network, Undergraduate Microbiology Students, and the Omaha Community. Council of Undergraduate Research-‐Quarterly. 2. Conroy B*, Latner M*, Helikar T, Cutucache CE. 2013. Characterization of the role of CAV1 in cellular proliferation pathways in a CD4+ T helper cell. SigmaXi, Research Triangle Park, NC 3. Dahlquist LM*, Cutucache CE. 2013. Effects of implementing problem-‐based learning in an undergraduate setting. ASM-‐CUE Science Case Network Conference, Denver, CO Activities Related to Undergraduate Research (limit 250 words): Currently, I mentor 9 undergraduate research students and lead an organization focused on STEM outreach that mentors 40 undergraduates. I became involved in undergraduate research early in my own college career, including attending all NCUR meetings. I am passionate and committed to making these same experiences become a reality for our students while helping them to develop critical thinking skills, communication skills, and to be able to impact their community and nation. Campus responsibilities, activities, and accomplishments (limit 250 words): I serve on our Pre-‐Medical Committee, the UNO STEM Leadership team, the Digital Measures team, and the Undergraduate Awards and Scholarship committees. Briefly, we have been able to secure funding (>$100,000/year) to support undergraduate research in my laboratory and to expand the existing groups on campus to allow students to immerse themselves in research experiences. Other Relevant Professional Service / CUR Service (limit 250 words): I have not yet participated in any CUR service but am excited to have the potential to serve if elected.

Statement explain how your experience would be of value to the CUR Council (limit 250 words: I have been immersed in undergraduate research since my 2nd year in college. These experiences included doing biomedical research at the bench, presenting my work at national conferences (including NCUR), and publishing 2 manuscripts with the science community. I have nurtured that commitment and passion and translated it to my students now. While my graduate training is in biomedical research, my post-‐doctoral training is in biology pedagogy. For these reasons, I feel that I would be an asset to the CUR Council and would be honored to serve with my colleagues from across the nation.

Name Gretchen Edwalds-Gilbert

Degrees Obtained (Dates not necessary):

B.A. Biology, Swarthmore College Ph.D. Weill Medical College of Cornell University/Sloan Kettering Institute

Research (or Other Professional) Interests (limit 200 words): My lab studies stress response in the yeast Saccharomyces cerevisiae using a chemical genomics approach as well as an evolutionary comparison with Schizosaccharomyces pombe. We have identified pathways involved in phenol stress response in both yeasts through large scale screening of deletion libraries and have verified the roles of specific genes in response to distinct stressors. This is a collaborative project involving five researchers whose fields are biology, chemistry, and computer science. Another research interest is studying the role of RNA helicases in yeast that are required in multiple pathways such as pre-mRNA splicing and ribosomal RNA processing and mapping the protein domains required for distinct functions. The helicases are highly conserved and I am interested in uncovering functions in yeast relevant to their associations with human diseases. Both projects have involved more than 50 undergraduate students, and I have incorporated elements of each project into upper division teaching labs. Teaching Interests (limit 200 words): In addition to teaching introductory biology and upper division molecular biology with lab, I was co-PI on an NSF-funded project that helped my department develop an accelerated integrated science course that combines introductory biology, chemistry, and physics into two double courses in a student’s first year of college. I taught in the first two years of the course, developing the integrated curriculum and new, integrated labs, some of which have been adopted in the regular introductory biology curriculum. Later, faculty developed a non-accelerated course that integrates introductory biology and introductory chemistry for the many students for whom an accelerated course is not the best choice. In the upper division, I incorporate original research into the lab and students read scientific literature and develop individual grant proposals. I am interested in continuing to bring an active learning, research-based approach to both majors and non-majors courses. Grants and/or Program Experience (limit 200 words): I had support for my own research through the NIH AREA program and was co-PI on an NSF grant for my department. I have applied to the NSF for support for the collaborative project described above, but have not been awarded a grant. I have secured departmental funds with my collaborators for the project. In my role as associate dean of faculty at Scripps, I run the undergraduate research programs, including a major one funded by the Mellon Foundation and a few others provided by private donors to the college. I organize the fall undergraduate research

symposium as well as the Capstone Day symposium for seniors in May. I also assist faculty in the fine arts, social sciences, and humanities with identifying grant opportunities for their research. Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. G. Edwalds-Gilbert, E.Martin*, S. Fariña*, C. Gilbert*, and S. McKinney.* (2011)Response to phenol derivatives Bisphenol A and BHA involves cell wall integrity and endoplasmic reticulum stress response pathways in S. cerevisiae” Yeast Cell Biology Meeting, Cold Spring Harbor, NY. 2. Edwalds-Gilbert, G. (2010) Regulation of mRNA Splicing by Signal Transduction. Nature Education 3(9):43 3. Purvis-Roberts, K.L, G. Edwalds-Gilbert, A. S. Landsberg, N. Copp, L. Ulsh, D. Drew. (2009)Accelerated Integrated Science Sequence (AISS): An Introductory Biology, Chemistry and Physics Course for College Students. Journal of Chemical Education, 86: 1295-1298. Activities Related to Undergraduate Research (limit 250 words): I have supervised 53 undergraduates in my lab since the fall of 2000. These students have been very successful continuing their studies in graduate or medical school. Of the students mentored in research who have graduated, 18 have graduated from or are in medical school and 11 have completed or are in graduate school. Choices for graduate school include Columbia University, Harvard University, Johns Hopkins University, UCSF, and UCLA. In addition, I have encouraged students to present the results of their research at conferences. I am especially dedicated to mentoring students from groups underrepresented in the sciences, including women of color and first generation college students and have mentored 15 such students. In addition to supervising students, I encourage students in the fine arts, social sciences, and humanities in their applications for financial support for their research and have assisted faculty in those areas develop projects suitable for undergraduates. I administer the programs on campus, including writing the calls for proposals, hosting information sessions, assisting students with applications, organizing the review committees, and writing letters to each of the applicants. I have an assistant who gets the students on payroll and processes receipts. I also administer travel funds for undergraduates who are presenting their results at a conference. I write the reports to foundations, donors, and other stakeholders. I am also involved in writing grants to support undergraduate research at the institutional level, working with our Director of Foundation and Corporate Relations and the Dean of Faculty. Campus responsibilities, activities, and accomplishments (limit 250 words): I have a number of campus responsibilities that I have not discussed in other areas. I am the Fulbright Program Advisor for students and faculty, guiding applicants through the process, hosting information sessions and workshops, and recruiting faculty interviewers for the student applicants. Scripps has been a top producer nationally of student Fulbright awardees. I am the campus liaison for all other fellowships, including Truman, Watson, and others. A major role is serving on the accreditation steering committee, for which I drafted the educational effectiveness portion of our report. I chair the faculty task force engaged in assessment and meet

with departments about their annual assessment reports; we had 100% participation in departmental assessments. I am in charge of orientation for new faculty and participate in orientation for incoming students, including acting as the transfer student advisor. Completely separately, I initiated a program called NEW LeadershipTM Southern California, which is a 6 day residential program for undergraduate women interested in politics and public service. It is affiliated with NEW LeadershipTM New Jersey, part of the Center for American Women in Politics. The program brought a diverse group of women from 2-year and 4-year institutions in California to Scripps College in June, 2013, as well as remarkable women in politics including Los Angeles County Supervisor Gloria Molina. Although well outside my research area, organizing this program has made me much more effective in communicating with political leaders. Other Relevant Professional Service / CUR Service (limit 250 words): I have participated in and co-organized a working group through the AALAC on “Learning and Teaching Physical Sciences in the Liberal Arts College and University,” and have worked to implement some of the ideas discussed at the workshops on my campus. I also co-organized a workshop on “Feminism and Science,” also through AALAC and participated in a workshop “Broadening Access to STEM Fields.” I am part of a consortium-wide group focusing on diversity issues, including recruitment and retention of faculty and students from groups underrepresented on our campuses. I actively participate in the ongoing advising programming for first generation college students. Specifically related to CUR, I attended CUR Dialogues as the Scripps College representative and I participated in the preliminary assessment of the COUER program, working with our Director of Assessment and Institutional Research to complete the responses. Scripps President Lori Bettison-Varga is deeply committed to CUR’s mission and has encouraged me to increase the college’s participation in CUR beyond the sciences. Statement explain how your experience would be of value to the CUR Council (limit 250 words: I have substantial leadership and administrative experience with extensive direct experience mentoring students in research. I administer undergraduate research programs for Scripps College and am familiar with the breadth of possibilities for undergraduate research and know how transformative the research experiences can be for both the student and the faculty member. My experience working with a diverse group of politicians for the NEW LeadershipTM program would be an asset for the Advocacy Committee, as would the breadth of my responsibilities as Associate Dean of Faculty at Scripps. I recognize the importance of reviewing the Constitution and Bylaws, and although it is not always immediately satisfying work, the institution appreciates clarity when required to refer to the documents. In my volunteer work, I have been president of a local non-profit board, and one of my responsibilities was in the area of bylaws review and revision. In that same capacity, I was responsible for financial oversight of the non-profit and am quite

familiar with the role of the Finance Committee and take fiscal responsibilities with the seriousness they deserve. Having chaired a variety of committees in my professional and personal work, I understand the importance of being prepared for meetings, contributing fully from the first day of service, and supporting CUR’s mission.

Name Joyce Fernandes

Degrees Obtained (Dates not necessary): BS, MS, PhD

Research (or Other Professional) Interests (limit 200 words): I study development of the adult motor system in Drosophila, where patterning occurs in the context of metamorphosis. Tissues such as the musculature are histolysed to make way for a new set of muscles, whereas in case of the nervous system, a significant restructuring occurs which includes neuronal death, neurogenesis and remodeling of persistent neurons. These events collectively result in the generation of adult specific neural circuits, which are important for executing a new set of adult behaviors, both motor (flight, walking, flexion) and sensory (vision, smell). My lab focuses on reciprocal interactions between neurons and muscle that pattern the adult motor system, a feature which is absent from the heavily studied embryonic stage and which resembles vertebrate events. Current projects include (1) Identifying the motor components of eclosion behavior (2) Manipulating the EGF signaling pathway to examine neuronal influences on myoblast proliferation (3) Glial remodeling as it relates to motor plasticity (currently funded by an NIH R15 award). Teaching Interests (limit 200 words): I approach teaching with the rigors of the scientific method that I have experienced and practiced as a researcher-‐ articulating the learning objectives, designing the teaching tools, conducting the course, obtaining feedback to assess student learning, identifying the challenges, and redesigning the tools and approaches for improved outcomes. For every course, I have conducted mid-‐term evaluations (SGID) and assessed the effectiveness of specific course attributes, with the goal of engaging in continuous improvement of the effectiveness of my teaching methods. For the added appeal of course material, I have used collaborative learning approaches that involve group projects on topics such as ‘the ethics of embryo research’, and ‘the cellular basis of disease’. My training as a researcher has allowed me to introduce undergraduates to the scientific method, as I explain key experiments that have led to important discoveries now presented as text-‐book knowledge. I also encourage students to identify elements of the scientific method in popular science articles as well as journal articles. I teach undergraduate courses in Cell Biology, Developmental Biology, Neuroscience, and Freshman seminars (Topics-‐ Strategies for Success, Intro to Research in Biology). Grants and/or Program Experience (limit 200 words):

1. Recently concluded (2008-‐2012)-‐ NSF award-‐ Undergraduate Research and Mentoring

2. One of 3 coordinators for an Institution-‐ Wide, First Year Research Experience (FYRE) program

3. Facilitation of year long Faculty Learning Communities 4. Current Research Award (2012-‐2015)-‐ "Glial Remodeling in Drosophila:

Proliferation, Membrane Outgrowth and Nerve Ensheathment." -‐ National Institutes of Child Health and Human Development (AREA/R15)

5. Rotating Program Officer in the Division of Biological Infrastructure at the National Science Foundation (2012-‐2014), with responsibilities in Instrument Development for Biological Research (IDBR, primary) and Major Research Instrumentation (MRI, secondary).

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-‐authors with an asterisk (*)

1. MA. Toral*, S. Banerjee, D. Conway*, J. Fernandes (2013). Manipulation of dHb9-‐expressing Motor Neurons Results in Eclosion Defects. Annual Drosophila Research Conference, Washington DC. April 3-‐7.

2. K. Vishal, L. Grainger*, M.Turvy*, J. Fernandes (2013). Motor neuron regulates Indirect muscle patterning through EGF ligands. Annual Drosophila Research Conference, Washington DC. April 3-‐7.

3. Hebbar S and Fernandes, JJ. (2010). Glial remodeling during metamorphosis influences the stabilization of motor neuron branches in Drosophila. Developmental Biology 340:344-‐54. Cover credit

Activities Related to Undergraduate Research (limit 250 words): 1. During 2008-‐2012, I was PI of an NSF award through the Undergraduate Research and Mentoring (URM), to improve retention and representation in the biological sciences. I facilitated program activities (for faculty and students) across three biological science departments and a chemistry department, without any teaching release. This opportunity allowed me to collaborate with Institutional Offices such as Admissions, First Year Programs, Diversity Office, Student Retention, Residence Life, to realize the overall URM program goal of recruiting and retaining students in STEM disciplines. 2. As an effort to sustain NSF award activities, I worked with a Chemistry Faculty member and the Associate Dean for Student Retention, to develop the First Year Research Experience (FYRE) program on campus. Two major goals are (1) introducing students to skills and practices of research, and (2) creating a community of student researchers. 3. My lab typically has 6-‐8 undergraduates each semester who work collaboratively with graduate students. Undergraduates usually start as sophomores, and in their

junior and senior years, they work in teams of 2-‐3 to develop a 5-‐page proposal for competitive internal funding. Undergraduates also contribute data that is included in abstracts for regional and national conferences, and in grant proposals. Campus responsibilities, activities, and accomplishments (limit 250 words):

1. TEACHING: My major course is a 200 level Cell Biology course with enrollments of 100-‐115 students. I also teach 400-‐ level courses in Advanced Cell Biology, Neurobiology and Developmental Biology (enrollment-‐ 20-‐30). Pedagogical approaches used in these courses have been surveyed and reported at Teaching and Learning Conferences.

2. RESEARCH: I have 4 graduate students in the lab who collaborate each year with 8-‐10 undergraduates. All graduate students attend a national conference each year, and prepare abstracts/posters. They also work closely with undergraduates to develop undergraduate research proposals that are submitted for competitive internal funding.

3. SERVICE: In the last 4 years I have served on the following committees: Curriculum (Departmental), Pre-‐Medical Advisory (College), Undergraduate Research (Departmental). I have also served as President of the Regional Chapter of the Society for Neuroscience (2012). Two activities that I introduced are-‐ panel discussions on What comes after Graduate School, and High School Outreach to raise awareness about undergraduate majors.

Other Relevant Professional Service / CUR Service (limit 250 words):

1. Education committees of the American Society for Cell Biology and Genetics Society of America (2012-‐present)

2. Member of the CUR wide Advocacy Committee (2013-‐) 3. Attended Posters on the Hill, 2013 4. Served on NIH FO3A Panel Pre-‐ and post-‐doctoral applications in Molecular,

Cellular and Developmental Neuroscience (2008-‐12) 5. Served on NSF Panels-‐ Graduate Research Fellowship Program, Major

Research Instrumentation, Neural Systems Research Cluster (2008-‐12) 6. In the capacity of Associate Director of Science Education at the Yale

Graduate Teaching Center (2004-‐06), I conducted professional development workshops for graduate students and post-‐docs that examined and explored the roles and responsibilities of faculty members in a variety of academic environments.

7. Interfaced with post-‐doctoral associations and Professional societies to organize workshops that address integration of undergraduates into faculty research programs (2006-‐ present).

Statement explain how your experience would be of value to the CUR Council (limit 250 words):

At Miami University, my involvement with institutional programs has allowed me to experience the development of undergraduate programs in the context of institutional strategic goals, the missions of a college/department and the aspirations of individual faculty members. As a member of the Education Committees of two Professional Societies (ASCB and GSA), I have focused on programming that educates post-‐docs and graduate students about leveraging their research experiences to inform teaching/courses and to effectively integrate undergraduates into their research programs. These experiences have shaped my work with fellow Biology Councilors, offering workshops at CUR conferences geared to post-‐docs and early career faculty, to make these groups aware of resources in support of undergraduate research-‐ at their own institutions and beyond. In the next three years, I wish to work leverage these experiences, and my recent appointment to the CUR wide Advocacy Committee to develop pathways that broaden participation in undergraduate research, for example, the inclusion of community colleges. Additionally, I wish to find ways to work across divisional boundaries to encourage interdisciplinary research pathways in ways that will enrich the research experiences of undergraduate biology majors.

Name Lonnie J. Guralnick Degrees Obtained (Dates not necessary):

Ph. D. Botany (Plant Physiology), August 1987; University of California, Riverside. , , MS Biology, May 1983; San Diego State University, Concentration: Ecology, , BA Biology, June 1979; University of California, San Diego. , Concentration: Population Biology, Research (or Other Professional) Interests (limit 200 words): My area of research is in Plant ecological and evolutionary physiology., , My latest work has taken me to South Africa and Rhodes University where I am collaborating with researchers, Dr. Brad Ripley and Mike Powell. We are studying the dominant facultative CAM plant, Portulacaria afra, in its native environment. We are studying in situ seasonal photosynthesis and fluorescence in Portulacaria afra. This will lead to a study of whole community CO2 uptake in Portulacaria afra. This is critical because we are trying to restore Portulacaria afra in areas of South Africa where it has been overgrazed by goats and elephants. We are also looking at using Portulacaria for carbon offsets. These projects are primed to get students involved in international research projects. We are working on a grant proposal to fund travel and research. Students may also be able to get course credit as we develop courses in collaboration with Rhodes University. , I have collected plant material this past spring break and had SURF student working on DNA fingerprinting of different populations of Portulacaria. She presented her results at the summer SURF conference at URI. , , I am also working the role of photorespiration in CAM plants utilizing fluorescence techniques. Teaching Interests (limit 200 words): I teach freshman biology and laboratory as my primary responsibility. I also teach Botany, Microbiology, Plant Ecology. I have taught genetics,biochemistry and Environmental Science., , I have been working on bringing research type experiences to the freshman biology laboratory. Grants and/or Program Experience (limit 200 words): • 2012-2017 NSF S-STEM, Co-PI "RWU STILAS- STEM Intercultural Leadership Ambassador Scholars in Biology, Marine Biology and Engineering," (~$586,000), • 2012 Inclusive Excellance Grant (RWU). Diversifying STEM Enrollment at RWU; $ 2625., • 2010-2015 NSF-EPSCoR, PI for Roger Williams (Worked with Coordinator, RI NSF EPSCoR Undergraduate Research) $2.1 million allocated to Roger Williams University , • 2009 Fulbright-Hays State Dept Grant: Sustainability studies in Turkey, Capacity building for study abroad (Co-PI, $95,000), • 2009 National Science Foundation Research Opportunity Award # 09- (working with Dr. Ron Mittler, University of Nevada, Reno), • LEEF award— $48,000 to purchase Li-COR photosynthesis system, Received from Li-COR , • 2008 National Science Foundation Research Opportunity Award #0828477 (working with Dr. John Cushman,

University of Nevada, Reno), • 2007 National Science Foundation Research Opportunity Award #0719322 (working with Dr. John Cushman, University of Nevada, Reno), • 2001 National Science Foundation Research Opportunity Award #01-19054 (working with Dr. Gerald Edwards, Washington State University), • 2000 National Science Foundation Research Opportunity Award #00-41680 (working with Dr. Gerald Edwards, Washington State University), • 1999 National Science Foundation Research Opportunity Award #99-41717 (working with Dr. Gerald Edwards, Washington State University, Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. • Denio, D*. & Guralnick LJ (2010) Development of C4 and CAM photosynthesis in Portulaca grandiflora. Presented at CAM 2010 conference held at the Smithsonian Tropical Research Institute in Panama City, Panama. , , Guralnick LJ, A Cline*, M. Smith, R. Sage (2008) Evolutionary Physiology: The extent of C4 and CAM photosynthesis in the Genera Anacampseros and Grahamia of the Portulacaceae. J. Exp. Bot. 2008 59: 1735-1742 2. Guralnick LJ, GE Edwards, MSB Ku, *B. Hockema, & V. Franceschi (2002) Photosynthetic and anatomical characteristics in the C4/CAM-cycling species, Portulaca grandiflora. Functional Plant Biology 29(5): 763-773 3. Guralnick LJ, *C Marsh , *R Asp, & *A. Karjala (2001) Physiological and anatomical investigations of CAM-cycling in Lewisia cotyledon (Portulacaceae). Madrono 48(3): 131-137 Activities Related to Undergraduate Research (limit 250 words): I have been a faculty mentor to help new faculty begin undergraduate research programs. Two of my colleagues have now become CUR councilors in other divisions, math and Humanities. I have given presentations on campus about CUR and undergraduate research. I am active in my professional society and have talked about CUR at the ASPB meetings. , , Campus responsibilities, activities, and accomplishments (limit 250 words): Served as the Interim Dean of Arts and Sciences and the Assistant Dean of Math & Natural Science., • Co-PI NSF S-STEM, 586K for 5 yrs, • Articulation agreement of a 3+4 Dual Degree program with the Albany College of Pharmacy, • Renewal of NSF-EPSCoR grant ($2.3 million to RWU) with Jim Lemire, • Co-PI: Sustainability Studes study abroad program in Turkey, part of Fulbright-Hayes State Department Grant ((~$90,000), • Implementation of a division wide assessment program for the departments, • Worked on RWU portion of renwal for INBRE grant with URI, • Assessment of the Core Science Lab in the general education program and redefining the outcomes, • Increased summer enrollment and course offerings, • Program reviews for departments, • Worked on renewal for NIH-INBRE RWU portion. Tentative proposal for teaching Post-Doctoral faculty., • Curriculum development: working on authentic research experiences in the freshman biology laboratory, • Pre-Professional Health Advising Information pamphlet, • Coordination of advising assignments of faculty within the Division.,

Name Nitya Jacob Degrees Obtained (Dates not necessary):

PhD in Horticulture and Crop Science, The Ohio State University BA in Biology, Agnes Scott College

Research (or Other Professional) Interests (limit 200 words): I work exclusively with first and second year undergraduate students and majority of my work is associated with incorporating research and research methods into the introductory undergraduate curriculum. Students who complete my course may continue the project with me as independent research. My current research, also incorporated into my course, investigates the structure of microbial communities associated with endemic plants of Georgia rock outcrops. My long-term goal in this project is to discover if specific groups of microbes are essential to the success of this unique ecosystem. Assessing the impact of team-based and research-based learning in a course on STEM students is another research interest. I am also involved in a collaborative project with Dr. Max Teplitski, Department of Soil and Water Science at the University of Florida to study the effect of quorum sensing on nodule-expressed genes of Sinorhizobium meliloti which are nitrogen-fixing bacteria associated with legume plants. My general areas of research interest are plant molecular biology, gene regulation, and plant-bacteria interactions. Teaching Interests (limit 200 words): My teaching efforts and interests are focused on first and second year students. My courses cover topics in introductory biology, genetics, molecular biology, plant biology, biotechnology, cell biology, and applied biology. I am actively involved in incorporating research into introductory-level courses and building successful models to accomplish this task. I also teach a “communications in biology” course for non-science students to engage them in examining the strong presence of biology in a variety of communications in today’s society. This course includes a critical examination of information presented to the public and understanding how it compares to original scientific literature. I am now working on cross-disciplinary connections between topics in introductory courses by working with my physics and chemistry colleagues. Over the last two years I have been re-examining how I teach certain topics in my genetics course and have been designing new collaborative learning models. These models have helped students develop more independent thinking skills and have helped me better identify individual student needs in the classroom. Grants and/or Program Experience (limit 200 words): I am currently the Co-Principal Investigator for an NSF-STEP grant ($1,199,449)

funding a "gateways for success" program to move underprepared students forward and sustain higher rates of retention in STEM fields. My responsibilities include contributing and coordinating the participation of my division’s faculty in a Summer Bridge Program funded by this grant, working with the project manager and other

Co-PIs, and communicating with various campus stakeholders. I am also a Co-PI for an NSF-EAGER grant ($287,186) which funds an "Ambassador Training Program" to train leaders in science education to facilitate widespread change in undergraduate biology education across US institutions. I am primarily responsible for the assessment of this program and its impact on departmental change. The Ambassador project is part of the Partnership for Undergraduate Life Science Education (PULSE) initiative. I work with the Center for Science Education at Emory University in programs associated with a Howard Hughes Medical Institute award ($2,200,2000). Oxford College received two awards of $50,000 and $70,000 respectively from The Luther and Susie Harrison Foundation to enhance research facilities for first and second year undergraduate students in mathematics and natural sciences. I was involved in writing and implementing the proposals. Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Jacob, NP. 2012. Investigating Arabia Mountain: A Molecular Approach. Science, 335 (6076): 1588-1589. 2. Jacob, NP, and Heisel, AP. 2008. “A faculty-librarian partnership for investigative learning in the introductory biology laboratory.” Journal of College Science Teaching, 37(4): 54-59. 3. Jacob, NP. 2008. “Initiating Partnerships in Scientific Discovery at a Two-Year College via the Introductory Curriculum.” Council on Undergraduate Research Quarterly, 29 (1): 24-29. Activities Related to Undergraduate Research (limit 250 words): I mentor 2-3 first and second year students in undergraduate research during the academic year and over the summer. My students have presented posters of their research at local events and at the Annual Meeting of the Association for Southeastern Biologists (ASB). I have developed and sustained a semester-long laboratory module incorporating research into an introductory biology course, and would now like to extend the model into non-science majors courses. I received the Inquiry-Based Instruction (IBI) Prize awarded by Science (American Association for the Advancement of Science) in 2011 for the design of this module. I served as Director to oversee the Oxford College component of the Summer Undergraduate Research at Emory (SURE) program funded by the Howard Hughes Medical Institute from 2006-2012. I serve on the HHMI Steering Committee and on the advisory board for Center for Science Education at Emory University. I am a faculty research mentor in the Oxford College Research Scholars program. I advise students in pursuing research beyond their experience at Oxford College through national summer undergraduate research programs and at the Atlanta campus of Emory University. I organize a symposium every year in October for students to their summer undergraduate research experiences to the Oxford College Community. In addition, I have been a mentor to incoming faculty in helping them start up an

undergraduate research program with freshmen and sophomores. I have also been a member of the Research Experience in Introductory Laboratories (REIL) network with other CUR members and CUR councilors. Campus responsibilities, activities, and accomplishments (limit 250 words): I am the Chair of my department at Oxford College. My role as Chair includes serving as the contact person and leader for department-specific matters, mentoring and evaluating untenured faculty, overseeing personnel matters including recommendations for hires, and communicating with various levels of administration. I also serve on a number of campus committees. Oxford College is in the Design and Development phase for a new science building and I serve on the advisory committee for this project. I have been an active participant in planning a vision for the future of our undergraduate research program in this new space. I have attended several workshops and colloquia hosted by Project Kaleidoscope associated with undergraduate research and facilities planning. I am also a member of the “INQ Development and Review Committee” at Oxford College. Oxford College has launched a new general education program emphasizing inquiry-based (INQ) courses in introductory and upper-level courses for all disciplines. The INQ committee is focused on reviewing course proposals and organizing faculty development opportunities to institutionalize the INQ approach. Courses tagged as “INQ” expose students to ways of learning in which they practice being scholars by examining and analyzing evidence with discipline-specific research methods. I am an elected member of the Academic Procedures and Policies Committee which is responsible for matters concerning the academic program. I serve on the Writing Committee which evaluates writing-rich courses across our curriculum. In 2011, I received the Emory Williams Award for excellence in teaching, the highest recognition awarded by the University. Other Relevant Professional Service / CUR Service (limit 250 words): I am currently finishing my first 3-year term as CUR Councilor (2011-2014) in the Biology Division during which I served on the Student Travel Awards Committee, the Mentor Awards Committee, the CUR Assessment Instrument Task Force, and a task force focused on developing CUR initiatives for post-docs and graduate students. I attended the CUR Annual Business Meetings and CUR 2011. Each year, I have expanded my knowledge and experiences by learning from my colleagues and working with the CUR Biology Councilor team. I have enjoyed my work as a CUR councilor and I am eager to continue developing the initiatives that I joined. I was selected to be one of 40 PULSE Vision and Change Leadership Fellows (2012-present), an initiative founded by NSF, HHMI, and NIH/NIGMS. The PULSE Fellows were tasked with developing a roadmap for implementing widespread change in undergraduate biology education based on the recommendations of the AAAS/NSF Vision and Change report. Together with my PULSE Fellow colleagues, I am actively involved in increasing awareness of the need for change among the biology

community across the nation, expanding the membership of the PULSE online community, conducting workshops using tools developed by PULSE Fellows, and writing grant proposals. I will continue to work on PULSE projects, particularly the Ambassadors program, in the next year. I participated in the American Society for Microbiologists (ASM) Biology Scholars Program Assessment Residency (2011). I served as a member (2005-07) and as Chair (2008) of the Association of Southeastern Biologists Research Awards Committee. Statement explain how your experience would be of value to the CUR Council (limit 250 words: Through my teaching experiences, I have witnessed the power that undergraduate research has on student learning. I firmly believe that teaching and research are not separate entities and must go hand-in-hand. At Oxford College, I have faced the challenge of working with first and second year students as my undergraduate research partners with a two-year turnover. While working through this challenge, I became deeply invested in the concept of “research for all” – providing opportunities for all introductory undergraduate students to experience a research laboratory setting in their introductory courses. My love of working with undergraduate students in the classroom and in research is the driving force behind my interest to continue being a CUR councilor. The national leadership that CUR provides in undergraduate research has been critical to my development as a teacher-scholar. I have had the privilege of serving as CUR councilor for one term but strongly feel that I have more to offer if I am able to continue a second term. My role as a PULSE Fellow has provided me with more insight into national issues impacting undergraduate education. Having a CUR councilor who is also a PULSE Fellow will be an asset to CUR as the efforts of the two groups can be channeled towards significant achievements in spreading the impact of undergraduate research. My experiences in working with undergraduate students at the freshmen and sophomore levels and widening the scope of undergraduate research will be useful in thinking about the future of undergraduate research.

Other Relevant Professional Service / CUR Service (limit 250 words): For Cur:, • Served on the Student Travel Award committee and reviewed Student Travel Grants, • Served as institutional liaison to Deans, Associate and Assistant Deans, and department chairs facilitating their increased involvement in CUR workshops and councilor elections., • Continued to serve as a possible CUR reviewer for Biology programs at other universities. Selected to review at Pacific University next February, • Served as the Biology division editor for the CUR quarterly, • Reviewed one manuscript and served as the decision editor., , Reviewer for NSF, journals, AP Reader (Environmental Science), , Member of the American Society of Plant Biologists, South African Association of Botanists, California Botanical Society. Statement explain how your experience would be of value to the CUR Council (limit 250 words: I have been performing and supervising undergraduate research for the past 26 years with students. They have performed original research and presented their results an local, national and international meetings. Some of these presentations have ended up as publications with student authors. Many of these students have gone on to professional and graduate schools as well as educators. Others have gone on to industry. , , I have a broad experience in plant research and pedagogical research. I think this brings value to CUR. I have worked internationally with International baccalaureate organization and scientists. I have expanded my role in CUR to become the biology division editor for the CUR quarterly. I hope to continue my role and expand my role in CUR.

Name Vicki Martin Degrees Obtained (Dates not necessary):

B. S. Biology, M.A. Biology, Ph.D. Biology, Postdoctoral Fellowship Research (or Other Professional) Interests (limit 200 words): Our research examines two parameters of box jellyfish biology: eyes and husbandry. Studies include a comparative examination of the structure and development of eyes of cubomedusae (basal metazoans) from around the world to determine if they are built on a common architectural plan: cornea, lens, retina of ciliated photoreceptors, presence of rhodopsin/opsin proteins and visual neurotransmitters, and identification of genes involved in sensory organ development. The economic and human health impacts of recent jellyfish blooms worldwide underscore the need to understand the life cycle and habitat preferences of box jellyfish. Little is known concerning long term husbandry of these animals. Husbandry studies identify factors that stimulate reproduction in the laboratory; these factors are being monitored in the wild in regions of dense jellyfish blooms. The work is contributing to the existing knowledge on growth and reproduction of these animals. Jellyfish explosions are a problem worldwide, resulting in destruction of fishing and shellfish industries, closing of beaches during peak tourist season, shutting down of power plants, and even human deaths. Understanding the factors that regulate their growth and reproduction are critical to understanding the biology of these animals and may lead to ways to manage their numbers in the world’s oceans. Teaching Interests (limit 200 words): I have taught a variety of undergraduate and graduate classes in Marine Sciences, Developmental Biology, Cell Biology, Invertebrate Biology, Biological Imaging, Introductory Biology and overseas field classes in Belize, Guatemala, Hawaii, and Australia. This past year I have worked with faculty in the College of Sciences to develop seminar/discussion-based orientation courses for incoming freshmen that utilize the team concept to introduce students to methods of scientific inquiry, scientific communication, critical and creative thinking, and undergraduate research. Within groups, students conduct research on interdisciplinary topics of current interest in science and public policy. Each student selects a topic and works in a small group with a faculty mentor to define the scope of the issue, research the topic, and develop group presentations for informing other students in the course about the topic. These Sciences ‘gateway classes’ provide students early in their college careers an introduction to research and other internal and external campus opportunities for enhancing the professional and academic development of undergraduates. Grants and/or Program Experience (limit 200 words): My research on the structure, function, and development of invertebrate eyes and the box jellyfish husbandry studies have been supported by grants from NSF. From 2010-2012, I served as a Program Director at NSF in the Division of Biological

Infrastructure where I managed the Major Research Instrumentation Program and the Instrument Development for Biological Research Program. I was responsible for long-range planning and budget development for these programs; for managing a timely merit-review award and declination process, and post-award management for the programs; for communicating the promise of the programs and advising the community of current and future funding opportunities; for coordination and collaborating with other NSF Programs and other Federal agencies; for advising and assisting the Division Director in development of long-range plans that ensure investments are targeted to challenges and opportunities in the directorate’s research and education fields; for overseeing and managing the merit review process for proposals to ensure that investments are made in a diverse mix of projects that contribute to NSF’s strategic goals. I have reviewed grants and served on panels for the U.S., Israel, and Georgia National Science Foundations, Whitehall Foundation, California Sea Grants, Howard Hughes, and National Research Council. Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. *Gray, G. C., V. J. Martin, and R. A. Satterlie. 2009. Ultrastructure of the retinal synapses in cubozoans. Biological Bulletin, 217:35-49 2. Eckerd, M. S., V. J. Martin, and B. A. *Haigler. 2009. Jellyfishing in the Laboratory. Tech Talk, 14, No 1, 1-2. 3. Valley, J, and V. Martin. 2012. Eye development in box jellyfish, The Society for Integrative and Comparative Biology Annual Meeting, Charleston, South Carolina, January. Activities Related to Undergraduate Research (limit 250 words): During my career I have directed over 250 students engaged in undergraduate research, including one-on-one experiences in the research laboratory, teams of student researchers in the field, groups of student researchers in teaching laboratories, and student internships at marine stations around the world. My undergraduate students have received internal and external research grants to fund their research, have given posters and oral presentations at local, national, and international conferences, and have published in peer-review journals. Some of my undergraduates have involved and mentored high school students in their research projects. Additionally, I have worked with colleagues across my home campuses on committees that provide undergraduate research and travel grants, that organize and judge campus undergraduate research symposiums, that petition state and federal legislatures for dollars to support undergraduate research, and that engage local industries in the nearby Research Triangle Park area to provide experiential learning opportunities for our students. This past year I have worked with faculty across my university to redesign freshmen orientation classes to include concepts of undergraduate research, critical and creative thinking, oral and written communication skills, team building activities, student-centered learning, interdisciplinary nature of science, and the ability to see the relationship between science and society. ,

Campus responsibilities, activities, and accomplishments (limit 250 words): From July 2012-June 2013, I was Assistant Director of Academic Programs in the College of Agriculture & Life Sciences at North Carolina State University. I oversaw academic programming in the life /human sciences and provided leadership for the undergraduate research program, College honors program, dual-degree Thomas Jefferson Scholars, study abroad programs, as well as other programs to enhance student learning, retention, and success. I managed the Summer College in Biotechnology and Life Sciences, an outreach program for high school juniors and seniors. I took a group of Thomas Jefferson Scholars to the Bermuda Institute of Ocean Sciences in May for an experiential learning adventure in marine sciences. In July 2013, I was appointed Assistant Dean for Academic Affairs in the newly-formed College of Sciences at NC State. In my new role as Assistant Dean, I develop and oversee programs of excellence for undergraduate and graduate students (Honors programs, Scholars programs, Undergraduate Research programs, K-12 STEM outreach programs), take the lead in revising and overseeing the freshmen orientation courses to emphasize the development of critical and creative thinking skills, and serve as a resource for faculty on the development and approval of new courses and curricula. I serve as Director of Undergraduate Research Programs in the College and am developing/coordinating new initiatives to enhance research opportunities for our students, chairing a committee to design a new College interdisciplinary Honors Program, working with faculty across the college to create a Life Sciences First year Program and a B.A. Degree in Biological Sciences. , Other Relevant Professional Service / CUR Service (limit 250 words): I have been a CUR councilor since 2005, including serving as the Chair of the Biology Division and a member of the Executive Board from 2010-2012. As a CUR councilor, I reviewed abstracts for Posters on the Hill, served on the Student Research Travel Committee, Outreach Committee, Government and External Relations Committee (chaired 2 years), Advocacy Committee, Policy and Procedures Subcommittee, Internationalization of Undergraduate Research Committee, was a member of the Biology mentor Network, and attended CUR business meetings and National Conferences. At the CUR Undergraduate Research Dialogues in 2010-2012, I gave several presentations on the NSF Major Research Instrumentation Program. I offered several workshops with colleagues at CUR National Meetings and gave a presentation at the NSF-sponsored Workshop on Enhancing Biological Sciences Research Opportunities at Primarily Undergraduate Institutions at California State University at Fullerton. I was elected President of the American Microscopical Society from 2009-2011. My duties included preparing the agenda and presiding at the Executive Committee meetings and Annual Business meetings, appointing various committees, selecting the Buchsbaum Photo Contest Manager, chairing and serving on the Summer Research Fellowship Committee, communicating with the full membership on relevant matters, notifying and congratulating recipients of Summer Research Fellowships and winners of the Buchsbaum Photo Contest, and coordinating a search for a new editor of the journal Invertebrate Biology. I served on the Membership Committee of the Society for Integrative and Comparative

Biology and recently organized a society-wide symposium on dispersal of marine organisms., , Statement explain how your experience would be of value to the CUR Council (limit 250 words: I am a seasoned CUR councilor with rich experiences in diverse aspects of undergraduate education, including all areas of undergraduate research. Having been at different types of institutions in my career ranging from a primarily undergraduate institution to a research 1 university, I have a good realistic working knowledge of the issues that faculty and students face at different locales. I am a teacher, a researcher, and an administrator. I wear multiple hats daily and have a treasure trove of experiences that I can share with my fellow councilors as we work together to support and advance undergraduate research locally, nationally, and internationally. I have extensive working knowledge of external funding agencies, can talk creatively with state and federal legislatures on the importance of undergraduate research in education, and am a passionate supporter of CUR. I am a team player, enjoy working with colleagues, am willing to share my expertise with others, and am willing to listen/learn every day.

Name Mustafa Morsy Degrees Obtained (Dates not necessary):

• Ph.D. (Cell and Molecular Biology), University of Arkansas, Fayetteville, AR, • M.S. (Genetics), Alexandria University, Alexandria, Egypt, • B.S. (Genetics), Alexandria University, Alexandria, Egypt Research (or Other Professional) Interests (limit 200 words): Increased greenhouse gas emissions cause elevation of global temperatures which significantly affects agricultural economics. Environmental factors such as heat, drought and increased soil salinity causes significant damage to most plant species, particularly in the summer months and in warm and temperate climates. My main research is focused on understanding how plants respond to environmental stresses. There are two major themes in my lab:, , - Characterization of the three-way symbiosis associated with plant heat tolerance: This project focuses on understanding the molecular mechanisms of the mutualistic association between panic grass (Dichanthelium lanuginosumi), that can survive temperatures of 65 oC because of symbiotic association with the fungal endophyte Curvularia protuberata carrying a mycovirus named Curvularia thermotolerance virus (CThTV)., - Discovery of fungal endophytes associated with environmental stress tolerant plants in Alabama: The long-term objective of our research is to elucidate the survival mechanisms of plants growing under extreme natural habitat of Alabama. The ultimate goal is to apply locally identified fungi associated with stress tolerant wild plants into crop plants to improve their production and tolerance to environmental stresses., , I am strongly committed to training undergraduate students and to encouraging women and minority students to pursue careers in scientific research. Teaching Interests (limit 200 words): Teaching Cell Biology, Genetics, and Microbiology. I intend to provide my students with discovery based laboratory sections that increase their interest in biology in particular during their freshmen and sophomore years. Thus, I introduced the first discovery based introductory hands-on biology course in which student learning is driven by their engagement in original research. This approach has benefited the department retention rate and increased student interest in biology. In addition, I introduced the first upper level cell biology class that involves a discovery based laboratory section. Both classes have been used a great resource for my ongoing research program. Grants and/or Program Experience (limit 200 words): Grant, Current , • Plant heat tolerance through cross kingdom interaction. The National Science Foundation, Physiological and Structural Systems Program. Total award: $114,000 (2012-2014), PI (sub-award from Penn State University), • Alabama endophyte and environmental stress tolerance of crop plants. The University of West Alabama Research Grant Program. Total award: $1000 (2012), PI, , Grants, Pending , • Discovery of beneficial symbionts associated with wild plants

in Alabama. The National Science Foundation, IOS Preliminary Proposal: RUI., • Confirmation of the roles of fungal genes in plant stress tolerance. The National Science Foundation, August 2013, amount requested $550,000., • The National Science Foundation S-STEM to provide UWA Biology students with 30 scholarships. Submission date: August 2013, amount requested $725,000. Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. • Bonham C*., Armulles H., Millwood J.*, and Morsy M. (2013) Viral-Fungal Symbionts as Crop-Yield Enhancer. American Society of Plant Biologist, Providence, RI July 20-24. , • Bonham C*., Armulles H., Millwood J*., and Morsy M. (2013) Southern Section of American Society of Plant Biologist, Little Rock Arkansas April 6-8., •Caitlyn E. Bonham*, Hayden Armuelles, and Mustafa R. Morsy (2013). Usage of Viral and Fungal Symbionts to Improve Crop Production. Undergraduate Research Symposium at Natural Sciences and Mathematics, Livingston, AL, March 12, Student awarded the Presidents’s award) 2. • Feldman TS, Morsy M and Roossinck MJ (2012) Are communities of microbial symbionts more diverse than communities of macrobial hosts? Fungal Biology, 116: 465-477, • Morsy M, Oswald J*, He J, Tang Y, and Roossinck MJ (2010) Teasing apart a three-way symbiosis: transcriptome analyses of Curvularia protuberata in response to viral infection and heat stress. Biochemical and Biophysical Research Communications 401: 225-230., • Morsy M, Gouthu S, Orchard S, Thorneycroft D, Harper J, Mittler R, and Cushman C (2008) Charting Plant Interactomes: Possibilities and Challenges. Trends in Plant Sciences 13: 183-191. 3. • Vaghchhipawala ZE, Vasudevan B, Lee S, Morsy M, Mysore KS (2012) Agrobacterium May Delay Plant Nonhomologous End-Joining DNA Repair via XRCC4 to Favor T-DNA Integration. Plant Cell, 24: 4110-4123 Activities Related to Undergraduate Research (limit 250 words): • Chairman, founder, and organizer of the Undergraduate Research Symposium At Natural Sciences and Mathematics, • upervise and direct 6 undergrauate in independent research projects and total student numbers are over 20 in the last 3 years, Campus responsibilities, activities, and accomplishments (limit 250 words): • Teach Cell Biology, Genetics and introductory Biology, • Developed the first discovery-based undergraduate research classes. , • Serve as UWA Science Coffee Shop coordinator and founder, 2013-present, • serve as Undergraduate Research Symposium Committee Chairman, 2011-present, • serveas Science Saturdays Outreach Program Director/coordinator, 2011-present, • serve as Sponsored Programs Advisory Committee member, 2012-present, • serving as UWA Teaching Grant Committee member, 2012-present, • serve as a Science Olympiad Committee member and orienteering judge, October, 2012, Other Relevant Professional Service / CUR Service (limit 250 words): • BMC Research Notes, Associate Editor, 2011-present, • Journal of Genomics

Insights, reviewer (2009 - present), • Journal of Plant Physiology, reviewer (2009 - present), Statement explain how your experience would be of value to the CUR Council (limit 250 words: The University of West Alabama (UWA) is an undergraduate teaching institution that serves the rural area within the state of Alabama. UWA’s total student enrollment is 1,945 undergraduates, of which 53% are classified as minorities and 64% are females. Furthermore, of all students enrolled in undergraduate classes, 54% are first-generation college students, and 74% are classified as low-income individuals. Since I joined the UWA faculty 3 years ago , I am leading an effort to move the university from a non-research institution toward an institute that promote undergraduate research. Despite the administrative support, the challenges we face are unique and involve changing the culture of very special demographic students and faculty towards research. These experiences an be very helpful for similar universities involved in the CUR compared to common experience in many other universities that have been involved in undergraduate research for years.

Name: Michael A. Palladino; Dean, School of Science, Professor of Biology, Monmouth University, West Long Branch, NJ Degrees Obtained (Dates not necessary):

B.S., Biology, Trenton State College (now known as The College of NJ); Ph.D., Anatomy & Cell Biology, Univ. of Virginia Research (or Other Professional) Interests (limit 200 words): Cell and molecular biology of mammalian male reproductive organs. Antimicrobial properties of the testis. Cell and molecular responses to testicular torsion injury. My laboratory studies genes and proteins involved in cellular and molecular responses to impaired blood flow and oxygen levels in the testis and epididymis and how oxygen related clinical problems can result in impaired fertility or infertility, and his laboratory conducts research on genes involved in protecting male reproductive organs from bacterial infections. Authored Understanding the Human Genome Project the first booklet in the Benjamin Cummings Special Topics in Biology Series of six booklets designed to help undergraduate students learn about current topics in biology. Serve as Series Editor for the Special Topics booklets. Co-author of Introduction to Biotechnology a textbook that is currently used at over 100 institutions throughout the United States and Canada as well as the United Kingdom, Australia, Germany, India, New Zealand, Pakistan, Singapore, and China. Now in its third edition, Introduction to Biotechnology has been translated in Chinese, German, Korean, Spanish and Taiwanese and is the leading textbook worldwide in undergraduate biotechnology education. Part of the co-authorship team of W.S. Klug, M.R. Cummings, C.A. Spencer, and M. A. Palladino for two leading textbooks in genetics, Concepts of Genetics, 10e, and Essentials of Genetics, 8e. Teaching Interests (limit 200 words): Taught majors and non-majors in a wide range of undergraduate courses including anatomy and physiology, biology of drug addiction, biotechnology, cell and molecular biology, endocrinology, genetics, human biology, principles of biology, and life sciences. Most recently teaching undergraduate courses in genetics, biotechnology, cell and molecular biology and endocrinology. Interested in integrating research into the undergraduate curriculum. Interested in the development of curricular materials for improving teaching and learning, and in the design of teaching, laboratory and social spaces for improving student learning. Grants and/or Program Experience (limit 200 words): Maintained external funding for research and/or programs involving UG students since 1994. Work has been funded by grants from the National Institutes of Health, Baystate Medical Center, Bristol-Myers Squibb, the Department of Labor, the NJ Department of Environmental Protection, and the NJ Sea Grant College Program. Project partner, Governance Board member and Executive Committee member for a $5.1 million Department of Labor Workforce in Regional Economic Development (WIRED) Bio-1 partnership grant (http://www.bionjtalentnetwork.org/about/). The Bio-1 partnership was a five-county group of academic and industry partners involved in transforming the life science workforce in NJ. Through the WIRED program, I served as founder and director for the New Jersey Biotechnology Educator’s Consortium (NJBEC), a statewide association for biotechnology teachers from high schools, community colleges, and four-year colleges and

universities. Experience as a grant review panelist for NSF, NIH and other funding agencies. Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*). Selected publications involving UG students: 1. Palladino, M.A., *Shah, A., *Tyson, R., *Horvath, J., *Dugan, C., *Karpodinis, M. Myeloid cell leukemia-1 (Mcl-1) is a candidate target gene of hypoxia-inducible factor-1 (HIF-1) in the testis. Reproductive Biology and Endocrinology, 10: 104, 2012. DOI: 10.1186/1477-7827-10-104. 2. Palladino, M.A., *Pirlamarla, P.R., *McNamara, J., Sottas, C.M., Korah, N., Hardy, M.P., Hales, D.B., and Hermo, L. Normoxic expression of hypoxia-inducible factor-1 in rat Leydig cells in vivo and in vitro. J. Androl., 32:307-323, 2011. 3. Palladino, M.A., *Savarese, M., *Chapman, J.L., *Dughi, M-K., and Plaska, D. Localization of Toll-like receptors on epididymal epithelial cells and spermatozoa. Am. J. Reprod.

Immunol., 60:541-55, 2008. Activities Related to Undergraduate Research (limit 250 words): Developed the Monmouth University School of Science Summer Research Program (SRP, www.monmouth.edu/srp). The SRP is a 12-week student-faculty collaborative research experience for high school, undergraduate and graduate students. The 2013 SRP was the 5th annual program and involved 84 students and 24 faculty. Served as a research mentor for 77 students. MU undergraduate students under my supervision have presented research at regional, national, and international meetings, won awards for research presentations, co-authored publications, and have received over $40,000 in research-related grants and scholarships. Prior to becoming dean, I developed a FY-SO and JR-SR research course curriculum for undergraduate students in the Biology Department at MU. Campus responsibilities, activities, and accomplishments (limit 250 words): As Dean I am responsible for articulating and advocating the mission and goals of the School, leading efforts in curriculum innovation and research initiatives, fiscal management and fundraising, overseeing the quality of the general education experience delivered by the School, assessment, planning, enrollment management, supporting scholarly and professional development of faculty, directing faculty and staff recruitment and making recommendations on hiring, tenure and promotion. Serve on a range of committees and task forces. The School of Science comprises 52 full-time faculty and ~70 adjunct faculty in four departments (Biology; Chemistry, Medical Technology and Physics; Computer Science and Software Engineering; and Mathematics), and two Centers of Distinction (Rapid Response Institute, Urban Coast Institute). The School enrolls ~700 students and offers B.S degrees in all disciplines and M.S. degrees in computer science and software engineering. Honored with several awards for research and teaching including the 2005 Distinguished Teacher Award from Monmouth University and the 2005 Caring Heart Award from the New Jersey Association for Biomedical Research. In 2009, received the Young Investigator Award from the American Society of Andrology (ASA). This award recognizes significant

research contributions to the field of andrology by a member of the ASA under 45 years of age. Fundraised over $500,000 in the past 4 years for student scholarships and undergraduate research including the SRP. Led the School to develop a $40M facilities renovation and expansion project for the biology and chemistry departments that was approved by the Board of Trustees in October 2013. Construction is currently underway. Other Relevant Professional Service / CUR Service (limit 250 words): Member (past chair) of the Trainee Affairs Committee of the American Society of Andrology (ASA) and previously served as faculty advisor for the Trainee Affairs Committee of the Society of the Study of Reproduction. Currently serve as the Chairman of the Finance Committee for ASA. Previously served as Northeast Regional Coordinator for the sanofi-aventis BioGENEius Challenge, an international competition for high school students working on biotechnology research projects, and on the Executive Council of the ASA. Currently serve on the Board of Trustees for Einstein’s Alley, the Board of Trustees for the Central Jersey Blood Center, the Executive Board for the Metropolitan Association of College and University Biologists, the Biotechnology Advisory Committee for Raritan Valley Community College, the Advisory Board for Candor International School in Bangalore, India, and the Advisory Board for the Monmouth County Vocational School System Biotechnology High School. External reviewer for academic programs (12) and faculty (3). Member of the editorial board for Biology of Reproduction, former member of the editorial board for J. Andrology and current reviewer for research journals including: Apoptosis, Biochimica et Biophysica Acta – Molecular Cell Research, Biology of Reproduction, Endocrinology, Genetics, Immunology, Journal of Cytology & Histology, PLoS ONE, Reproduction, Steroids, and Urology. CUR Service: Biology Division Councilor (2005-present); Travel Policy Task Force (2013) CUR Fellows Task Force (2009-present); Mentoring Subcommittee (2009-present); Consultants Committee (2005-07); Biology and Mathematics Collaboration Subcommittee (2007-09); Reviewer for Posters on the Hill. Workshop facilitator at CUR Institute for Beginning a Research Program in the Natural Sciences at PUI. Statement explain how your experience would be of value to the CUR Council (limit 250 words: I have been a CUR member since 1999 and I have served on the Biology Council since 2005. CUR has been one of the most valuable professional organizations I am involved in. CUR has been instrumental in connecting me to great colleagues across the country and a network of ideas for supporting and enhancing research experiences for students and faculty. I also attribute my grant writing success to attending CUR Dialogues and the Proposal Writing Institute. I am product of a great undergraduate research experience - the most career-impactful part of my undergraduate education and the reason why I eventually chose to be a faculty

member at a PUI. As Dean, I enjoy my roles in creating school and university-wide initiatives in support of undergraduate research, helping School of Science faculty be successful, and improving the quality of research experiences for our students. I am involved in almost major aspect of university function and from these experiences I can help the Council on strategic issues that are important to CUR. I am part of leadership efforts, research and textbook projects that require a good deal of traveling to interact with colleagues domestically and internationally. I believe these experiences bring a current and forward-thinking perspective on trends in biology education. I am eager to share these thoughts with colleagues and to learn from colleagues. We have a talented and dedicated group of faculty in our Biology Councilors and in the Biology Division, and I am honored to continue to serve CUR.

RName Miriam Segura-Totten Degrees Obtained (Dates not necessary):

AB, PhD Research (or Other Professional) Interests (limit 200 words): Structure and function of vertebrate nuclei, in particular how nuclei assemble and disassemble during cell division., , Teaching interventions that increase critical thinking in Biology college students. Teaching Interests (limit 200 words): , Introductory Biology for majors and non-majors, Cell Biology, and courses that incorporate original research and inquiry-based laboratories., Grants and/or Program Experience (limit 200 words): NSF PAID: “The College of NJ's Advancement Program (TAP) to ADVANCE Female Faculty Through Effective Career Development", Awarded 8/31/09, , NSF S-STEM: “PERSIST in Biology and Chemistry (Program to Enhance Retention of Students In Science Trajectories in Biology and Chemistry)", Awarded 7/02/08, , Merck/AAAS Undergraduate Science Research Program (USRP): “Study of the interaction between BAF and histones using site-directed spin labeling", in collaboration with Dr. Donald Hirsh at The College of New Jersey , Awarded 06/07, , NIH AREA: “Roles of BAF-Like in the Nucleus" , Awarded 09/30/05, , NSF CCLI: “Multidisciplinary Approach to the Study of Molecular and Cellular Biology", Awarded 08/15/05, Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Segura-Totten M, Dalman D.E. (in press) The CREATE method does not result in greater gains in critical thinking than a more traditional method of analyzing the primary literature. J Microbiol Biol Educ., , , 2. Segura-Totten M. (2012) Initiating Undergraduate Research Through a Task Force. In J. Kinkaid and L. Blockus (Ed.), Undergraduate Research Offices & Programs: Models & Practices (pp. 214-219). , Washington, DC: Council on Undergraduate Research., 3. Tifft K, Segura-Totten M, Lee KK, and Wilson KL. (2006) BAF-Like: A proposed regulator of BAF. Exp Cell Res. 312, 478-87. Activities Related to Undergraduate Research (limit 250 words): 08/03-present. Director of an undergraduate research laboratory in cell biology. I have mentored about 25 undergraduates in research. Several of my students have won awards for the presentation of their work at national and regional scientific conferences. Some of my past research students are pursuing graduate degrees at institutions like Baylor College of Medicine and University of California-San Francisco., , 01/08-present. Infusion of research into the curriculum. I am involved in the integration of my scientific research into the curriculum, to increase the number of students involved in undergraduate research., , 08/09- present. Harry B.

Forester Eminent Scholars Chair in Biological Sciences at University of North Georgia (UNG). I conduct, coordinate, and promote undergraduate research in the Department of Biology., , 01/10 – 07/13. Director of undergraduate research at UNG. I led the expansion of research opportunities for faculty and undergraduates in the university. One of my achievements was the creation and coordination of the Faculty-Undergraduate Summer Engagement (FUSE) summer research program at UNG., Campus responsibilities, activities, and accomplishments (limit 250 words): As mentioned above, a large part of my role as a faculty member at UNG is to facilitate undergraduate research. I was recruited at UNG to promote UR in the Biology department, and I later expanded this role to the promotion of undergraduate research for the entire university community. , As director of UR, I vastly expanded the research opportunities for faculty and students, by leading the expansion of the Center for Undergraduate Research and Creative Activities at UNG. Other Relevant Professional Service / CUR Service (limit 250 words): As a current Biology division councilor, I am co-chair of the communications committee. In this role, I enjoy disseminating the achievements of biology faculty and undergraduates. Statement explain how your experience would be of value to the CUR Council (limit 250 words: As an undergraduate, I was lucky enough to be engaged in meaningful scientific research. Being involved in research as an undergraduate gave me analytical, communication and troubleshooting skills that have been instrumental in my career success. Thus, I am keenly aware of the importance of undergraduate research and of how essential it is to offer undergraduates this opportunity. That is why I teach and do research at a primarily undergraduate institution, where I can focus my efforts on mentoring students at an early stage in their academic careers. I believe that while it is essential to attract undergraduates to work independently in research laboratories, it is also important to offer research experiences within the curriculum, to increase the number of students who experience this high-impact practice. As part of my current position, I conduct and promote undergraduate research in the Department of Biology. As a current councilor for the Biology division, I have enjoyed sharing my expertise and experiences to further undergraduate research in biology at the national level, and I would like to continue doing that for another term.

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Terry Conley RName Ph.D., University of Iowa, M.Ed ...12 staff, with an annual budget of $5.6...

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