cancer & cell biology · the cancer & cell biology graduate program provides students with...

Cancer & Cell Biology

Cancer & Cell Biology Graduate Program College of Medicine Version 1.0: January 2014 Program Director:

Ken Greis, Ph.D. 513-558-7102 [email protected]

Program Coordinator:

Kelli Moquin 513-558-7379 [email protected]

Graduate Committee:

Xiaoting Zhang, PhD Susanne Wells, PhD Carolyn Price, PhD Susan Waltz, PhD Maria Czyzyk-Krzeska, MD, PhD

I. Program Outcomes

Please include in this section your program learning outcomes as they are listed in the P-1 form in eCurriculum. If you are already planning to revise those program learning outcomes, indicate in this section which ones might be changed, and what the new program learning outcomes are likely to be. In general, learning outcomes should be measurable, assessable, or observable in some way and aligned with national standards. Learning Outcomes (Currently Listed in the P-1 through e-Curriculum) The Cancer & Cell Biology Graduate Program provides students with research training in areas that range from basic cancer and cell biology questions (i.e. mechanism of signal transduction, cellular regulation and metabolism, organelle biogenesis) to more applied issues such as targeted therapeutics and for cancer treatment. Along with basic course work and research opportunities, we will provide students with training in other areas of professional development, including how to give presentations, how to analyze papers, how to write grants, and ethics of scientific research. Program Learning Outcomes

Identify and describe the fundamental concepts in basic cancer and cell biology Develop a strong and broad foundation of knowledge in translational science,

emphasizing mechanisms of disease, the relationship between disease pathogenesis and the problems that confront effective diagnosis and treatments

Implement current laboratory techniques to conduct independent and original research in a sub-specialty within cancer and cell biology

Develop and expand practical experience in research related to cancer and cell biology

Evaluate the relevant literature to identify new approaches and facilitate/improve the student’s own research

Develop and implement effective written communication and oral presentation skills in a logical and persuasive manner to ensure success in future research, teaching, supervisory, and mentoring roles

Identify and articulate the ethical concerns relevant to the student’s area of research

II. Curriculum/Program Map

Please include in this section a grid that identifies connections that exist between required courses in this program and the corresponding program-level learning outcomes. In other words: how will program outcomes be met? This grid should further indicate the expected levels of learning at each level (whether emerging, strengthening, or achieved). The CET&L web site includes templates that you might find useful in completed this grid.

Program Learning Outcomes Required CCB Courses &

Experiences

C

B8

08

0

CB

90

15

CB

90

23

CB

80

81

CB

90

25

GN

TD7

00

1

GN

TD7

00

2

GN

TD7

00

3

MG

60

02

GN

TD8

00

1

Can

cer Bio

logy &

Therap

eu

tics

Semin

ar

Data C

ritiqu

e

Lab R

esearch

Gran

t Writin

g

Mo

lecular &

Cellu

lar Bio

logy

Bio

chem

istry & C

ellular Sign

aling

Ethics in

Research

Mech

anism

s in Sign

al Tran

sdu

ction

Intro

du

ction

to Fu

nctio

nal

Gen

om

ics

Qu

alifying Exam

(written

& o

ral)

Defen

se Dissertatio

n

(written

& o

ral)

Identify and describe the fundamental concepts in basic cancer and cell biology

I E D A

E D

I E A

E D

I E A

I E A

I E D A

D A

A

A

Develop a strong and broad foundation of knowledge in translational science, emphasizing mechanisms of disease, the relationship between disease pathogenesis and the problems that confront effective diagnosis and treatments

I D A

E D

I D A

E D

D A

I E A

I E A

D A

D A

A

A

Implement current laboratory techniques to conduct independent and original research in a sub-specialty within cancer and cell biology

E D A

E D A

E D A

A

A

Develop and expand practical experience in research related to cancer and cell biology

E D A

ED A

ED A

A

A


E D A

I E A

I E D A

D A

A

A


I E D A

E D A

I D A

E D A

D A

A

A


E D A

I E D A

A

A

III. Methods and Measures

Please include in this section a description of the assessment methods that your program plans to use in assessing each of its program learning outcomes. These methods ideally include both direct and indirect examples of student learning, with authentic, performance-based assessment performed at all levels.

One helpful guide for this section is the “Program Assessment Checklist” (also

available on the CET&L web site), which lists and describes a variety of possible

assessment measures. You might include that list and then check off any of the

measures that you plan to use to assess the learning outcomes in your program.

As a next step with this Checklist, identify what knowledge/skills students must be

able to demonstrate at various levels at the end of each required course and upon

graduation, verify that they align with your program outcomes, and describe how

that alignment will be measured and assessed. For the Thesis Research, I also send

an evaluation sheet at the beginning of the year to each PI to evaluate the

student’s progress in the lab. They are asked to return this back to me.

List as I or E (Introduced or Emerging) A (Assessed) D (Developed)

Assessment Measures Aligned with Program Outcomes

Program Outcome Assessment Tools Course/

Experience Time Line

Responsible Person

Identify and describe the fundamental concepts in basic cancer and cell biology

Using current groundbreaking research papers, students engage in: Oral presentations; group discussions; responses to moderator questions. Students are assessed based on participation in analyzing a cancer relevant paper (4X/semester), their ability to write a specific aim page for an NIH-style proposal and comprehensive written exam at the end of the each semester Students are evaluated by comprehensive written exams, participation in class discussion, and presentation of primary research literature Student progress in the basic didactic course is assessed by 4 written exams and a group assignment. Student progress in the basic didactic course is assessed by 4

CB9023 – I,E,A CB9023 – I,E,A CB8080 – I,E,D,A GNTD7001 – I,E, A GNTD7002 – I,E, A

Fall, Years 1&2 Spring, Years 1&2 Spring, 1 Year Fall, Year 1 Fall, Year 1

David Plas, Ph.D. Xiaoting Zhang, Ph.D. Sohaib Khan, Ph.D. Robert Brackenbury, Ph.D and Iain Cartwright, Ph.D. Eric Gruenstein, Ph.D. and William

written exams and a group assignment. Student progress is assessed based on written exams of the fundamentals of Cell Signaling and a written critique of a paper from the primary research literature Student progress is assessed through a series of individual and group projects reports, oral presentations and quizzes on the practical use of various computational algorithms and databases to distill meaningful data for large data sets Student are assessed in their fundamental understanding of cancer and cell biology principle and practices in an oral presentation and defense of a comprehensive NIH-style grant proposal that the student conceived, researched and developed and wrote.

MG6002 – I,E,D,A GNTD8001 – D,A Ph.D. Qualifying Examination - A

Spring, Year 1 Fall, Year 2 Spring, Year 2

Miller, Ph.D. William Miller, Ph.D. Jarek Meller, Ph.D., Robert Brackenbury, Ph.D. and Melanie Cushion, Ph.D. Program Examination Committee

Develop a strong and broad foundation of knowledge in translational science, emphasizing mechanisms of disease, the relationship between disease pathogenesis and the problems that confront effective diagnosis and treatments

Using current groundbreaking research papers, students engage in: Oral presentations; group discussions; responses to moderator questions. Students are assessed based on participation in analyzing a cancer relevant paper (4X/semester), their ability to write a specific aim page for an NIH-style proposal and comprehensive written exam at the end of each semester Students are evaluated by comprehensive written exams, participation in class discussion, and presentation of primary research literature Student progress assessed by instructors and fellow students as they develop a written grant proposal as the precursor to the qualifying exam. Student progress in the basic didactic course is assessed by 4 written exams and a group

CB9023 – I,E,A CB9023 – I,E,A CB8080 – I,E,D,A CB9025 – D,A GNTD7001 – I,E, A

Fall, Years 1&2 Spring, Years 1&2 Spring, 1 Year Fall, Year 2 Fall, Year 1

David Plas, Ph.D. Xiaoting Zhang, Ph.D. Sohaib Khan, Ph.D. Dan Starczynowki, Ph.D., and Biplab DasGupta, Ph.D. Robert Brackenbury, Ph.D and Iain

assignment. Student progress in the basic didactic course is assessed by 4 written exams and a group assignment. Student progress is assessed based on written exams of the fundamentals of Cell Signaling and a written critique of a paper from the primary research literature Student progress is assessed through a series of individual and group projects reports, oral presentations and quizzes on the practical use of various computational algorithms and databases to distill meaningful data for large data sets Student are assessed in their fundamental understanding of cancer and cell biology principle and practices in an oral presentation and defense of a comprehensive NIH-style grant proposal that the student conceived, researched and developed and wrote.

GNTD7002 – I,E, A MG6002 – I,E,D,A GNTD8001 – D,A Ph.D. Qualifying Examination - A

Fall, Year 1 Spring, Year 1 Fall, Year 2 Spring, Year 2

Cartwright, Ph.D. Eric Gruenstein, Ph.D. and William Miller, Ph.D. William Miller, Ph.D. Jarek Meller, Ph.D., Robert Brackenbury, Ph.D. and Melanie Cushion, Ph.D. Program Examination Committee

Implement current laboratory techniques to conduct independent and original research in a sub-specialty within cancer biology

Students are required to give oral presentation on their research to audience of the research community across the campus at least once a year. Student progress assessed by instructors and fellow students as they develop a written grant proposal as the precursor to the qualifying exam The student must present their research progress to their thesis committee each semester and provide written assessments to the program. Student are assessed in their fundamental understanding of cancer and cell biology principle and practices in an oral presentation and defense of a comprehensive NIH-style grant proposal that the student

CB9015 – E,D,A CB9025 – E,D,A CB8081 – E,D,A Ph.D. Qualifying Examination - A

Every Year, Post qualifying exam Fall, Year 2 Fall and Spring every year, Post qualifying exam Spring, Year 2

Thesis Mentor, Thesis Committee Dan Starczynowki, Ph.D., and Biplab DasGupta, Ph.D. Thesis Mentor, Thesis Committee Program Examination Committee

conceived, researched and developed and wrote.

Develop and expand practical experience in research related to cancer biology

Students are required to give oral presentation on their research to audience of the research community across the campus at least once a year. Student progress assessed by instructors and fellow students as they develop a written grant proposal as the precursor to the qualifying exam The student must present their research progress to their thesis committee each semester and provide written assessments to the program. Students are assessed in their fundamental understanding of cancer and cell biology principle and practices in an oral presentation and defense of a comprehensive NIH-style grant proposal that the student conceived, researched and developed and wrote.

CB9015 – E,D,A CB9025 – E,D,A CB8081 – E,D,A Ph.D. Qualifying Examination - A

Every Year, Post qualifying exam Fall, Year 2 Fall and Spring every year, Post qualifying exam Spring, Year 2

Thesis Mentor, Thesis Committee Dan Starcyznowki, Ph.D., and Biplab DasGupta, Ph.D. Thesis Mentor, Thesis Committee Program Examination Committee


Students are required to give oral presentation on their research to audience of the research community across the campus at least once a year. Using current groundbreaking research papers, students engage in: Oral presentations; group discussions; responses to moderator questions. Student progress assessed by instructors and fellow students as they develop a written grant proposal as the precursor to the qualifying exam The student must present their research progress to their thesis committee each semester and provide written assessments to the program. Student are assessed in their

CB9015 – E,D,A CB9023 – I,E,A CB9023 – I,E,A CB9025 – E,D,A CB8081 – E,D,A Ph.D. Qualifying

Every Year, Post qualifying exam Fall, Years 1-2 Spring, Year 1-2 Fall and Spring every year, Post qualifying exam Spring, Year 2

Thesis Mentor, Thesis Committee Dave Plas, Ph.D. Xiaoting Zhang, Ph.D. Dan Starczynowki, Ph.D., and Biplab DasGupta, Ph.D. Thesis Mentor, Thesis Committee Program

fundamental understanding of cancer and cell biology principle and practices in an oral presentation and defense of a comprehensive NIH-style grant proposal that the student conceived, researched and developed and wrote.

Examination - A Examination Committee


Students are evaluated by comprehensive written exams, participation in class discussion, and presentation of primary research literature Students are required to give oral presentation on their research to audience of the research community across the campus at least once a year. Using current groundbreaking research papers, students engage in: Oral presentations; group discussions; responses to moderator questions. Student progress assessed by instructors and fellow students as they develop a written grant proposal as the precursor to the qualifying exam The student must present their research progress to their thesis committee each semester and provide written assessments to the program. Students are assessed in their fundamental understanding of cancer and cell biology principle and practices in an oral presentation and defense of a comprehensive NIH-style grant proposal that the student conceived, researched and developed and wrote.

CB8080 – I,E,D,A CB9023 – I,E,A CB9023 – I,E,A CB9025 – E,D,A CB8081 – E,D,A Ph.D. Qualifying Examination - A

Spring, Year 1 Fall, Years 1-2 Spring, Year 1-2 Fall and Spring every year, Post qualifying exam Spring, Year 2

Sohaib Khan, Ph.D. Dave Plas, Ph.D. Xiaoting Zhang, Ph.D. Dan Starczynowki, Ph.D., and Biplab DasGupta, Ph.D. Thesis Mentor, Thesis Committee Program Examination Committee


The student must present their research progress to their thesis committee each semester and provide written assessments to the program. Students are assessed in their fundamental understanding of cancer and cell biology principle and practices in an oral presentation and defense of a

CB8081 – E,D,A Ph.D. Qualifying Examination – A

Fall and Spring every year, Post qualifying exam Spring, Year 2

Thesis Mentor, Thesis Committee Program Examination Committee

comprehensive NIH-style grant proposal that the student conceived, researched and developed and wrote. Students are presented with lectures and multiple case studies involving the ethical conduct in research. They are assessed by written and oral evaluation of lectures and case study discussion

GNTD7003 – I,E,D,A

Spring, Year 1

John Lynch, Ph.D.

IV. Assessment Infrastructure

Please include in this section a description of the process by which your program intends to assess its learning outcomes.

Describe which program faculty will be charged with overseeing the execution of

the assessment plan as well as the ways in which they will carry out that charge,

including a description of the planned timeline for assessment.

Identify what kinds of administrative support will be available for those faculty

Please note that assessment plans should be capable of producing reports annually based on their review of the relevant data from their programs. The work of your faculty might also be coordinated and aligned with similar assessment efforts at the college and institutional levels.

The CCB Assessment Committee will include all members of the CCB Graduate Committee which is the governing body of the CCB Graduate program. The Graduate Committee meets monthly where it routinely reviews student progress and the business of the CCB Graduate Program. The CCB Assessment Committee will 1) review the program’s overall assessment plan annually, 2) review the program’s curricular activities every 3 years, and 3) implement programmatic requirements (including the assessment plan) required by the University of Cincinnati and the College of Medicine. Course-specific grades will be collected by the individual course directors in Excel spreadsheets and emailed to the Program Director and the Program Coordinator. After an initial review of these data, they will be shared with the CCB Assessment Committee. Non-course data (e.g., research rotation and thesis research evaluations) are collected by individual research rotation or thesis advisors. Individual evaluations – and a summary statement written by the thesis committee chair and/or thesis advisor in the case of thesis research evaluations – are collected by the Program Coordinator and reviewed by the Program Director who will summarize and present these results to the CCB Assessment Committee. Standardized forms are already being utilized for these non-course evaluations. Additionally, qualitative data are collected at several points throughout the year by the Program Coordinator and Program Director. These include: 1) an annual meeting with all students in the CCB Graduate program, 2) multiple meeting with 1st year students to assess their progress and feedback regarding the program, and 3) annual feedback from faculty members on the standing committee who facilitate the qualifying exam process. We currently do not have a formal self-evaluation process for students; however, the CCB Program Coordinator and Program Director have initiated discussions with our student organization to have the students develop such a plan with the goal of implementation during the 2014-2015 academic year.

Assessment data will be reviewed by the Program Director and the CCB Assessment Committee annually. Individual course syllabi are collected annually by the Program Coordinator and kept on file. Individual course syllabi are reviewed by the CCB Assessment Committee every 3 years. Specific recommendations are made about revising whether a particular course is required, recommended, or optional. These recommendations are reviewed and discussed by the CCB Assessment Committee and voted upon. All approved recommendations are implemented in the following academic year. As an example, during this past year, the CCB Assessment Committee recommended the addition of GNTD8001-Introduction to Functional Genomics as a required course for all new students who entered the program in Fall 2013. The course provides hands on computational analysis to interrogate complex data sets that are now common in the post-genomic era, thus our students are now required to get this training. Going forward, our program will work with the instructors of this course to ensure that we get the maximum benefit for our training program. Additional evaluation of courses, as well as the entire CCB curriculum, is discussed annually during the Spring semester so that changes can be implemented prior to the start of a new incoming class of students each July. At the beginning of each semester (including the summer for Research Rotations), faculty will be informed of the need for course evaluation/assessment via email from the Program Coordinator. At the end of each semester, the course evaluation/assessment data will be collected using an on-line survey tool by the Program Coordinator. Additional performance metrics are also captured in the GRAAD reports produced by the Office for Graduate Education. A one-month period will be used to compile and summarize the assessment data as needed by the Program Coordinator. The Program Director will review the summarized data within 2 weeks. The assessment data will be reviewed by the CCB Assessment Committee within 3 months of the end of the previous semester. There is limited administrative support and no faculty support for the implementation of this Assessment Plan or the annual reports that are expected from this plan. The Program Director is “credited” with only a small percent effort to serve in this capacity, while the actual effort in likely at least 20%. The Program Coordinator can facilitate the collection and organization of the data; however, substantial dedicated faculty involvement is required at the CCB Assessment Committee level to fully implement and monitor these plans. Thus, the most important “administrative” deficit in implementing and maintaining this Assessment Plan is the lack of Course Director time to assess the data in a meaningful and analyzable manner and the lack of CCB Graduate Committee time to review these data adequately given other College of Medicine and Departmental priorities (e.g. research effort and grant support).

IV. Findings

Here you will describe and explain in this section any multi-year patterns and trends that your assessment efforts have identified, including a description of any relevant relationships to national standards.

V. Use of Findings

In this final section, you will describe how your program intends to make use of the program-level assessment data it has gathered.

How will this information be presented to and discussed among the faculty?

How might this data or these discussions result in review and possible revision of

course or program learning outcomes and pedagogical strategies?

cancer & cell biology · the cancer & cell biology graduate program provides students with...

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