Members of the Graduate Council FROM

Transcription

TO:
Members of the Graduate Council
FROM:
Maureen Grasso, Dean
DATE:
April 15, 2010
______________________________________________________________________________
Graduate Council Meeting
Wednesday, April 21, 2010, 3:30 p.m.
Room 103 Conner Hall
(The Bylaws prohibit representation by proxy.)
AGENDA
I.
Reading, correction and approval of minutes
March 24, 2010
II.
Graduate Council Committee Reports and Action Items
A. Program Committee
Committee Report (Andy Whitford, Chair)
The committee recommends approval of the following:
1. At the request of the School of Forestry and Natural Resources, the Odum
School of Ecology, the College of Arts and Sciences, the College of
Agricultural and Environmental Sciences, and the College of Public Health, a
proposal to offer an Interdisciplinary Graduate Certificate in Water
Resources. (Attachment A)
2. At the request of the Department of Microbiology, a proposal to offer a Master of
Biomanufacturing and Bioprocessing (MBB) degree. (Attachment B)
3. At the request of the College of Public Health, a proposal to offer a Graduate Certificate
in Global Health. (Attachment C)
4. At the request of the College of Veterinary Medicine, a proposal to offer a PhD degree in
veterinary and biomedical sciences. (Attachment D)
5. At the request of the Department of Horticulture, a proposal to terminate the major in
horticulture offered under the Master of Plant Protection and Pest Management degree.
(Attachment E)
B. Administrative Committee
Committee Report (Irwin Bernstein, Chair)
C. Admission and Retention Committee
Committee Report (Rhett Jackson, Chair)
D. Appointment and Reappointment Committee
Committee Report (Marc van Iersel, Chair)
E. Curriculum Committee
Committee Report (Michelle Carney, Chair)
III.
Old Business
IV.
New Business
V.
Information Items
Graduate School Centennial Tree Planting flyer
Attachment A
- PROPOSAL -
INTERDISCIPLINARY GRADUATE CERTIFICATE
IN WATER RESOURCES
at The University of Georgia
From:
Warnell School of Forestry and Natural Resources
Odum School of Ecology
Franklin College of Arts and Sciences
Department of Geography
Department of Geology
Department of Marine Sciences
College of Agricultural and Environmental Sciences
Department of Agricultural and Applied Economics
Department of Biological and Agricultural Engineering
Department of Crop and Soil Sciences
Entomology Department
College of Public Health
Environmental Health Science Department
Attachment A
Proposal for an Interdisciplinary Graduate Certificate
in Water Resources at The University of Georgia.
1
Attachment A
2
Attachment A
I. Basic Information
1. Institution: The University of Georgia
Date: August 2009
2. Schools/Colleges: Warnell School of Forestry and Natural Resources, Odum School of
Ecology, Franklin College of Arts and Sciences, College of Agricultural and
Environmental Sciences, and the College of Public Health
3. Departments/Divisions: Department of Plant Biology, Department of Geography, Department
of Geology, Department of Marine Sciences, Department of Agricultural and Applied
Economics, Department of Biological and Agricultural Engineering, Department of Crop
and Soil Sciences, Entomology Department, Environmental Health Science Department
4. Level: Graduate
5. Proposed Starting Date: Spring 2010
6. Abstract:
Increasing demands are being placed on Georgia's water resources. The extreme drought
conditions of recent years, coupled with a burgeoning population, are placing severe constraints
on the current and future uses of Georgia's water resources. Combined with the increasing instate
demands for water, adjacent states (i.e., South Carolina, Alabama, Florida, and Tennessee) are
concerned about their future water needs and allocations. Also, groundwater utilization on the
Georgia coast is resulting in salt-water contamination, water shortages, and adverse
environmental consequences to our unique coastal ecosystems. Even in water-rich southwest
Georgia, agricultural water uses may be adversely affecting minimum flows in the Flint River.
In addition to water supply problems, Georgia also faces many water quality challenges.
Recent federal court rulings related to instream water quality will require substantial additional
investments in industrial, municipal, and agricultural wastewater management and minimization.
It is anticipated that billions of dollars will be required to develop new wastewater control and
mitigation technologies in the metro-Atlanta area alone.
Meeting these pressing water resource challenges requires trained professionals with
skills in management, economics, hydraulics, and water quality. The University of Georgia
currently lacks a means for coordinating existing on campus water resources programs at the
graduate level. Courses in water resources are currently taught by approximately seventy faculty
from eleven academic units. We propose to bring together these faculty members to form a
graduate certificate program. The standardized curriculum will broaden communication and
consistency between programs, as well as allow faculty to develop new opportunities for
research and discussion.
We propose to use existing courses in the Graduate Water Resources Certificate Program.
No new courses, instructors, or facilities are required. Our objective is to better utilize existing
resources so that an integrated approach to water resources can be achieved. The end product
will be professionals with a standardized set of core courses that promotes communication
between disciplines.
3
II. Response to the Criteria for All Programs
Attachment A
1. Purpose and Educational Objectives
The establishment of a Graduate Water Resources Certificate Program is intended to
provide incentives and structure for graduate students in water-related fields to broaden and
strengthen their education in the area of water resources. While earning a graduate degree in a
specific discipline related to water resources, students in the certificate program will be
introduced to other disciplines that are equally essential to creating and maintaining healthy
water systems. Students who earn a Graduate Water Resources Certificate will acquire an
improved understanding of the biophysical, social, and institutional aspects of terrestrial and
aquatic systems. This greater knowledge base and enhanced skill set will strengthen graduates’
credentials for professional employment and enable greater multidisciplinary communication
among future water resource professionals.
There are over 100 faculty across the UGA campus in nineteen academic units who
teach, conduct research, or otherwise have an interest in the field of water resources. These
faculty members are identified in Appendix A. We use a broad definition of water resources that
includes hydrology, water quality, limnology, aquatic ecology, bioremediation, biofiltration, and
wetland and stream rehabilitation, water economics, law and policy. The Graduate Water
Resources Certificate Program will foster collaboration in teaching and research among these
professors. These professors have an informal Water Resources Faculty group that meets several
times a year and is involved with the existing Water Resources Certificate Program available at
the undergraduate level. This proposed Graduate Water Resources Certificates certificate
program was also developed by this group. Reducing redundancies in teaching, eliminating
curriculum gaps, and fostering multidisciplinary research are among the goals of this group.
2. Program Need
A Graduate Water Resources Certificate Program is needed because the complexity and
breadth of water resource problems are not currently covered by existing degree programs.
Traditional graduate programs provide students with in-depth knowledge of a particular
discipline, such as hydrology, water chemistry, engineering or economics. While such training is
essential preparation for future hydrologists, chemists, engineers and economists, without
exposure to the other disciplinary perspectives on water resource problems graduates of these
programs might be limited in their ability to communicate and collaborate with water resource
professionals from other disciplines. Such interdisciplinary teamwork is essential to tackling
water resource problems that involve significant physical, biological, and social challenges.
Employment opportunities for water resource professionals are increasing despite rising general
unemployment rates (NY Times, March 7, 2009, “Hiring in Hydrology Resists the Slump”). This
increased demand for professionals with a broad understanding of water resource management is
driven by increasing water demands caused by population growth and more extreme fluctuations
in water supply due to increased drought conditions. Severe drought conditions in Georgia over
the past two years and the legal and policy activities associated with maintaining an adequate
clean water supply have been well publicized. To continue to address these issues in the future,
we need to produce qualified professionals. UGA is in a position to play a major role in this
effort and the proposed certificate program will support this endeavor.
4
Attachment A
TABLE 1
UGA GRADUATE WATER RESOURCES CERTIFICATE PROGRAM - PROGRAM DATA
Date of Program Initiation:
Spring Semester 2010
Date of Full Implementation:
Spring Semester 2010
Expected Date of First Certificate Conferral:
Spring Commencement 2011
Expected Number of Annual Graduates:
Five to Seven per year
Expected Future Enrollment Trend:
20 – 30 each year
The required curriculum for the Graduate Water Resources Certificate Program is
designed to broaden students’ views of water resource issues. Water related graduate courses
currently available at the UGA campus are identified in Appendix B. The Graduate Water
Resources Certificate Program will make our graduates more attractive to employers and
improve their on-the-job performance. Because of the growing importance of water resources
issues, the Water Resources Faculty expects this to be a viable and growing program for the
indefinite future.
3. Student Demand
Existing student demand for water resources programs is substantial. At the graduate
level, students with water related interests are enrolled in more than a dozen units across campus,
including the schools and departments submitting this proposal as well as others. All of these
students would benefits from a coordinated, interdisciplinary curriculum to broaden their
understanding of water resources. For example, students earning a graduate degree in hydrology
will benefit from exposure to economics and public policy, just as a student in water resource
economics will benefit from a basic understanding of aquatic ecology.
In addition to the added breadth gained by students in degree programs related to water
resource, the Graduate Water Resource Certificate program will also be of interest to students
have more general interests in natural resources or environmental policy buy whose graduate
program is not specifically related to water resources. For example, law students interested in
practicing environmental law would benefit from the exposure to science and economics the
certificate would provide. The expected future enrollment for this program reflects these two
different potential audiences.
While it is difficult to provide accurate estimates of future enrollments, we offer the
following to support our estimated student demand. There are currently 120 members of the
UGA Water Faculty (see Appendix A). Some of these faculty have very large graduate research
programs directly related to water resources and others have few or no graduate advisees and are
in more peripheral disciplines. However, a conservative estimate of graduate students advised by
these faculty members is 240, an average of two students per faculty. If only 10% of this
potential pool of interested students actually enrolls in the certificate program, this will lead to
an annual enrollment of about 24 students. Given growing interest in water resource issues and
the growth of employment opportunities, we predict 10% is a very low estimate and enrollment
in the certificate program will continue to grow in the future.
5
Attachment A
4. Curriculum
No new classes will be developed for the program. The certificate curriculum is based on
existing classes in participating schools and departments. The Graduate Water Resources
Certificate will be granted in addition to (and upon completion of) an MS or a PhD from a
student’s home department.
The Graduate Water Resources Certificate Program requires students to complete 18
credit hours, including three credit hours from each of six categories as outlined in the Graduate
Water Resources Certificate Course List (Table 2). A class not on the approved list may be
substituted upon approval by the Water Resources Certificate Program Director.
The certificate program is expected to add no more than one semester to most students’
programs because most students will be required to take some of these classes for their primary
degree requirements. These classes have been selected to provide a broad base in the physical,
biological, economic, and social components of water resources issues and problems.
5. Faculty Resources
There are over 100 faculty across the UGA campus in nineteen academic units who
teach, conduct research, or otherwise have an interest in the field of water resources. These
faculty members are identified in Appendix A. We use a broad definition of water resources that
includes hydrology, water quality, limnology, aquatic ecology, hydrometeorology,
bioremediation, biofiltration, and wetland and stream rehabilitation, economics and policy.
These faculty members have worked together on a variety of endeavors through the Water
Resources Faculty, which meets 2-3 times per year, maintains a website, and coordinates the
Undergraduate Water Resources Certificate Program.
From this larger group, a core group of UGA Graduate Water Resources faculty is
identified in Appendix C. These faculty will form the core of the Graduate Water Resources
Certificate Program and will be responsible for recruiting students and maintaining the academic
rigor and relevance of this certificate program.
6. Library, Computer, and Instructional Resources Needed
No additional library, computer, or instructional resources are needed for this program
because the curriculum is composed of existing classes taught on a regular basis.
7. Physical Facilities Required
No additional physical facilities are needed for this program because the curriculum is
composed of existing classes taught on a regular basis.
8. Institutional Expenses
Expenses include support for secretarial assistance to the core faculty, along with a small
budget for miscellaneous expenses, such as publications. The proposed budget is provided in
Table 3, below.
6
TABLE 2
UGA GRADUATE WATER RESOURCES CERTIFICATE PROGRAM - COURSE LIST
Category - Course ID
Course Title
Attachment A
Instructor
Semester
Credits
Hydrology and Environmental Chemistry
CRSS 6600
Soil Physics
Radcliffe
Fall/Spr
4
CRSS 6670
Environmental Soil Chemisty
Miller
Fall
3
CRSS 8000
Soil Physical Chemistry
Miller
Fall/Spr
3
ECOL/FISH/WASR 6310/6310L Limnology
Rosemond
Fall
4
GEOL 8150
Earth Surface Geochemistry
Nzengung
Spring
3
GEOL 8460
Isotope Geochemistry
Roden and Wright
Spring
3
GEOL 8700
Physical Hydrogeology
Dowd
Fall
3
WASR 6500
Quantitative Methods in Hydrology
Rasmussen
Fall
3
WASR/FORS 6110
Hydrology and Watershed Management
Jackson
Spring
4
WASR/GEOL 8730
Aquifer Mechanics
Rasmussen and Dowd Spring
3
CRSS(ECOL) 8650
Nutrient Cycling Models
Cabrera
3
ECOL 8220
Stream Ecology
Covich and Freeman Spring
2
ECOL 8420
Watershed Conservation
Freeman
Fall -Even
3
ECOL 8990
Aquatic Ecosystems and Water Quality
Rosemond
Fall/Spr/Smr
ECOL/ENTO/BTNY 8150
Wetland Ecology
Batzer
Spr-Oodd
3
EHSC 6610
Water Pollution and Human Health
Black
Fall
3
EHSC 8310
Aquatic Microbiology, Health and the Environment
Fall-Odd
3
EHSC 8410
Oceans and Human Health
Fall-Even
3
EHSC 8610
Aquatic Toxicology
Spr-Odd
3
ENGR 6130
Bio Engineering
Fall
3
FISH 6300
Environmental Biology of Fishes
Fall
3
FISH 8350
Fundamentals of Ecotoxicology
Fall
3
AAEC 6930
Environmental Law and Governmental Regulation Centner
Fall-Odd
3
ECOL 8710
Environmental Law Practicum
Fowler
Fall/Spr
4
ECOL 8720
Environmental Law for Design Professionals
Fowler
Spring
3
EHSC 6250
Environmental and Public Health Law
Spring
3
FANR 7850
Natural Resources Law for Managers
Spring
4
Environmental Considerations
Black
Fall/Spr
1-3
Social Institutions
7
Clutter
Attachment A
Category - Course ID Course Title
Instructor
Semester
Credits
Mullen
Fall
3
Economics
ENVM 6800
Water Resources Economics
AAEC 8100
Nonmarket Economic Valuation Techniques and Applications Bergstrom
Fall
3
FANR 7680
Economic Perspectives on Natural Resource Issues
Moore
Spring
3
Moore
Fall
3
FANR/AAEC 7860 Natural Resource and Environmental Economics
Environmental Policy
AAEC 7600
Environmental Economics and Policy Analysis
Spring
3
AAEC 8750
Natural Resource and Environmental Economics
Spr-Odd
3
AAEC(ECOL) 8700 Advanced Environmental Economics & Policy Analysis
Ferreira
3
EHSC/AAEC 8120 Roles and Responsibilities of Environmental Policy Makers
Williams
POD
2
MARS/ANTH 8210 Topics in Coastal Marine Policy
Alber
Spr-Even
3
Advanced Tools and Methods
CRSS 6600
Soil Physics
Radcliffe
Fall/Spr
4
CRSS 8600
Advanced Soil Physics: Numerical Methods
Radcliffe
Spring
2
CSCI 6210
Modeling and Simulation
POD
4
ECOL 6130
GIS for Environmental Planning
Spring
3
ENGR 6140
Intro to Systems Modeling
Spring
3
GEOG 6330/6330L Aerial Photographs and Image Interpretation
Fall/Spr
3
GEOG 6350/6350L Remote Sensing of Environment
Fall/Spr
3
GEOG 6370/6370L Geographic Information Science
Fall/Spr/Smr
3
Kramer
GEOL/WASR 8740 Hydrologic Flow and Transport Modeling
Dowd and Rasmussen Spring
3
HORT 8160
Measurement and Control in Plant and Soil Science
van Iersel
3
MARS 8510
Modeling Marine Systems
WASR 8300
System Identification for the Environment
WASR 8500
Environmental Systems Analysis and Control
8
Fall/Spr
3
Beck
POD
3
Beck
POD
1-3
Attachment A
TABLE 3
UGA GRADUATE WATER RESOURCES CERTIFICATE PROGRAM - PROPOSED BUDGET
Year
Item
1
2
3
1
Personnel
$0
$0
$0
2
Operating Costs
$1,000
$1,000
$1,000
3
Capital Outlays
$0
$0
$0
4
Library Acquisitions
$0
$0
$0
5
Total
$1,000
$1,000
$1,000
9. Commitments of Financial Support
The Dean of the Warnell School of Forestry and Natural Resources will provide the
operating costs necessary for implementation of the certificate program.
10. Program Administration
The program will be administered by a Director, with support from a Steering Committee
comprised of the Core Water Resources faculty identified in Appendix C. The Director will have
an annual appointment. The Director's position will be rotated between the Water Resources
faculty within the Warnell School of Forestry and Natural Resources. The administrator will also
serve as the program advisor for students.
The program will accept and maintain any interested student who is in good academic
standing with their home department. The certificate will be granted to any student who passes
the required classes and fulfills the degree requirements of their home program.
9
Attachment A
APPENDIX A
UGA WATER RESOURCES FACULTY
Dept Name
AAEC Bergstrom, John
Bramblett, Jimmy
Centner , Terence
Ferreira, Susana
Houston, Jack
Kriesel, Warren
Mullen, Jeff
Shulstad, Robert
Wetzstein, Michael
CES Garber, Melvin
Kissel, David
Varlamoff, Susan
COE Stewart, Alan
CRSS Cabrera, Miguel
Carrow, Robert
Hartel, Peter
Hook, Jim
Huang, Qingguo (Jack)
Kvien, Craig
Landry, Gil
Little, Elizabeth
Miller, Bill
Paterson, Andrew
Radcliffe, David
Raymer, Paul
Shuman, Larry
Thompson, Aaron
Waltz, Clint
CVIOG Kundell, Jim
ECOL Carroll, C. Ron
Carter, Tim
Covich, Alan
Fitt, Bill
Fowler, Laurie
Freeman, Bud
Freeman, Mary
Porter, Jim
Pringle, Cathy
Rosemond, Amy
Sharitz , Becky
EHSC Black, Marsha
Phone
706-542-0749
706-546-2277
706-542-0756
706-542-0086
706-542-0755
706-542-0748
706-542-0767
706-542-2151
706-542-0758
706-542-3824
706-542-5350
706-542-2151
706-542-1263
706-542-1242
770-228-7277
706-542-0898
229-386-3182
770-229-3215
229 386-7274
770-228-7300
706-542-4474
706-542-0896
706-583-0162
706-542-0897
770-228-7324
770-228-7276
706-542-0899
770-228-7300
706-542-6250
706-542-6018
706-542-6821
706-542-6006
706-542-3328
706-542-3948
706-583-0251
706-542-5181
706-542-3410
706-542-4289
706-542-3344
803-725-5679
706-542-0998
10
Email
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Attachment A
Dept
ENGR
ENTO
EXT
FACS
FANN
FORS
GEOG
Name
Lipp, Erin
Smith, Mary Alice
Williams, Phil
Adams, Thomas
Bosch, David
Gaskin, Julia
Gattie, David
Gerard-Marchant, Pierre
Harrison, Kerry
Hawkins, Gary
Hoogenboom, Gerrit
Kiepper, Brian
Knox, Pam
McCutcheon, Steve
Risse, Mark
Sellers, Jackie
Seymour, Rose Mary
Stooksbury, David
Tollner, Bill
Vellidis, George
Worley, John
Batzer, Darold
Braman, Kris
Guillebeau, Lee Paul
Wallace, Bruce
Henning, Frank
Atiles, Jorge
Hardin, Ian
Turner, Pamela R.
Askew, Leigh
Tobin, Courtney
Beck, Bruce
Grossman, Gary
Jackson, Rhett
Jennings, Cecil
Markewitz, Dan
Moore, Rebecca
Morris, Larry
Peterson, Doug
Peterson, Jim
Rasmussen, Todd
Shelton, Jay
Wilde, Susan
Winger, Parley
Brook, George
Grundstein, Andrew
Phone
706-583-8138
706-542-1599
706-542-2454
706-542-0793
229-386-3899
706-542-1401
706-542-0880
706-542-8832
229-386-3442
229-386-3377
770-229-3438
706-542-6907
706-542-6067
706-542-8806
706-542-9067
706-542-8382
770-229-3214
706-543-0156
706-542-3047
229-386-3377
706-542-9065
706-542-2301
770-228-7236
706-542-2816
706-542-7886
706-542-8868
706-542-8860
706542-0357
706-542-9165
706-542-6610
706-542-7149
706-542-0947
706-542-1160
706-542-1772
706-542-4837
706-542-0133
706-583-8932
706-542-2532
706-583-2944
706-542-1166
706-542-4300
706-542-3108
706-542-3346
706-546-2146
706-542-2322
706-583-0430
11
Email
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Attachment A
Dept
GEOL
HORT
LAW
MARS
SED
Name
Knox, John
Leigh, David
Mote, Tom
Shepherd, Marshall
Dowd, John
Garrison, Ervan
Hawman, Robert
Nzengung, Valentine
Schroeder, Paul
Wenner, David
Berle, David
Diaz, Juan Carlos
Ruter, John
van Iersel, Marc
Thomas, Paul
Wade, Gary
Westerfield, Bob
Appel, Peter
Fowler, Laurie
Roskie, Jamie
Smith, Jim
Alber, Merryl
Cai, Wei-Jun
Di Iorio, Daniela
Hollibaugh, James
Hopkinson, Chuck
Joye, Samantha
Moran, Mary Ann
Sun, Ming-Yi
Tilburg, Charles
Dallmeyer, Dorinda
Ferguson, Bruce
Vick, Alfie
Phone
706-542-6067
706-542-2346
706-542-2856
706-542-0517
706-542-2383
706-542-1097
706-542-2398
706-542-2699
706-542-2384
706-542-2393
706-542-2471
229-391-6861
229-386-3907
706-548-0284
706-542-2340
706-542-2375
770-228-7243
706-542-5097
706-542-3948
706-583-0373
706-542-5210
706-542-5966
706-542-1285
706-542-7020
706-542-3016
706-542-1030
706-542-5893
706-542-6481
706-542-5709
706-583-0049
706-542-1816
706-542-0709
706-542-6550
12
Email
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Attachment A
APPENDIX B
UGA GRADUATE-LEVEL WATER RESOURCES COURSES
Course Number
Title
Hr
ENVM 4800/6800
Water Resources Economics
3
AAEC 4930/6930
Environmental Law and Governmental Regulation
3
AAEC 7600
Environmental Economics and Policy Analysis
3
AAEC 8100
Nonmarket Economic Valuation Techniques and Applications 3
AAEC 8750
Natural Resource and Environmental Economics
3
AAEC(EHSC) 4250
3
CRSS 4510/6510
Contaminants in Soils and Water
3
CRSS 4520/6520 [+lab]
Field Soil and Site Assessment
3
CRSS 4540/6540 [+lab]
Pedology
3
CRSS 4580/6580 [+lab]
Soil Erosion and Conservation
4
CRSS 4590/6590 [+lab]
Soil Fertility and Plant Nutrition Laboratory
3
CRSS 4600/6600 [+lab]
Soil Physics
4
CRSS 4660/6660 [+lab]
Chemical Analysis of Environmental Samples
3
CRSS 4670/6670 [+lab]
Environmental Soil Chemisty
3
CRSS 8000
Soil Physical Chemistry
3
CRSS 8540 [+lab]
Soil Mineralogy
4
CRSS 8610
Advanced Soil Physics: Spatial Modeling
3
CRSS(ECOL) 8650
Nutrient Cycling Models
3
CRSS(MIBO) 4610/6610 [+lab]
Soil Microbiology
3
ECOL 4050/6050
Ichthyology
4
ECOL 8220
Stream Ecology
2
ECOL 8230
Lake Ecology
2
ECOL 8420
Watershed Conservation
3
ECOL 8600
Nuclear Tracers in Ecology
3
ECOL 8710
Environmental Law Practicum
4
ECOL 8720
Environmental Law for Scientists
3
AAEC(ECOL) 8700
Advanced Environmental Economics & Policy Analysis
3
ECOL(EETH) 4200/6200
Ecologic Values
4
ECOL(EETH) 4200/6200
Ecologic Values
4
ECOL(ENTO)(BTNY) 8150 [+lab]
Wetland Ecology
3-4
ECOL(FISH)(WASR) 4310/6310 [+lab] Limnology
4
EHSC 4060/6150
Biomonitoring: Freshwater Invertebrates
4
EHSC 4150/6150
Solid and Hazardous Waste Management
3
EHSC 4150/6150
Soil Hazardous Waste Management
3
EHSC 4250/6250
3
EHSC 4350/6350 [+lab]
Environmental Chemistry
3
EHSC 4490/6490
Environmental Toxicology
3
EHSC 4610/6610
Water Pollution and Human Health
3
EHSC 8510/8510L
Environmental Risk Assessment and Communication
3
EHSC(AAEC) 8120
Roles and Responsibilities of Environmental Policy Makers
2
EHSC(ECOL) 8610
Aquatic Toxicology
3
EHSC(FDST)(MIBO) 4310/6310
Environmental Microbiology
4
ENGR 4440/6440
Environmental Engineering - Unit Operations
3
ENGR 4450/6450
Environmental Engineering - Remediation Design
3
ENGR 4920
Engineering Design Project
4
13
F
x
o
Sp
x
x
o
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
e
x
x
x
x
x
x
x
x
o
x
x
x
x
x
e
x
x
o
x
x
x
x
x
x
Su
Attachment A
Course Number
ENGR 6410
ENGR 7430
ENGR 8420
ENGR(GEOG) 4161/6161 [+lab]
ENGR(MARS) 4171/6171
ENGR(MARS) 4113/6113 [+lab]
ENGR(MARS) 4175/6175
ENTO 8940/8940L
FANR 7860
FISH(WASR) 4160/6160 [+lab]
FORS 8180
GEOG 4020/6020
GEOG 4150/6150
GEOG 4160/6160
GEOG 8020
GEOL 4110/6110
GEOL 4130/ 6130
GEOL 4220/6220
GEOL 4270
GEOL 4620/6620
GEOL 4640/6640
GEOL 4670/6670
GEOL 8150
GEOL 8460
GEOL 8700
GEOL 8750
GEOL 8770
GEOL 8780
GEOL(CRSS) 8760
GEOL(FORS) 8740
HORT 4440/6440
MARS 4100/6100
MARS 4200/6200
MARS 4450/6450
MARS 4810/6810
MARS 6100
MARS 8020/8020L
MARS 8030
MARS 8100
MARS 8120
MARS 8130
MARS 8150
MARS 8160
MARS(ANTH) 8210
MARS/MIBO 4620/6620
WARS 4400/4400L
WARS 6800
WASR 4120/6120
WASR 4300L/6300L
WASR 8200
Title
Open Channel Hydraulics and Sediment Transport
Nonpoint Source Modeling
Theory of Drainage - Saturated Flow
Environmental Microclimatology
Atmospheric and Oceanic Thermodynamics
Introductory Geophysical Fluid Dynamics with Applicaitons
Coastal Meteorology
Aquatic Entomology
Resource Economics and Management
Environmental Monitoring
Principles of Forest Land Treatment
Fluvial Geomorphology
Physical Climatology
Applied Climatology in the Urban Environment
Geomorphology Seminar
Principles of Geochemistry
Aqueous Environmental Geochemistry
Hydrogeology
Geology Field Studies
Exploration Geophysics
Geochemical and Geophysical Surveys
Environmental Instrumental Analysis
Earth Surface Geochemistry
Isotope Geochemistry
Physical Hydrogeology
Environmental Organic Geochemistry
Hazardous Waste Site Remediation
Environmental Isotopes
Organic Contaminant Hydrogeology
Hydrologic Flow and Transport Modeling
Environmental Physiology of Horticultural Crops
Physical Processes in the Ocean
Chemical and Biological Oceanography
Introduction to Marine Chemistry
Global Biogeochemical Cycles
Physical Processes of the Ocean
Chemical Oceanography
General Physical Oceanography
Estuarine and Coastal Physical Oceanography
Geophysical Fluid Dynamics
Seminar in Hydrobiology
Ocean Waves
Marine Ecology
Topics in Coastal Marine Policy
Micobial Ecology
Introduction to Wetlands
Control and Systems Theory for the Environ Scientist
Quantitative Methods in Hydrology
Field Methods in Hydrology
Hillslope Hydrology Seminar
14
Hr
3
3
3
4
4
4
4
4
3
3
2
3
3
3
3
3
3
3
6
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
1-3
3
3
3
3
3
3
3
3
3
F
Sp
Su
o
e
e
o
o
o
e
x
x
x
o
x
e
x
x
x
x
x
x
x
x
e
x
o
o
x
e
o
o
e
o
x
o
x
x
o
o
x
x
o
e
x
o
o
e
o
x
x
x
o
Attachment A
Course Number
WASR 8300
WASR 8400
WASR 8500
WASR 8730
WASR(FORS) 4110/6110 [+lab]
Title
System Identification for the Environmental Scientist
Environmental Process Control Laboratory
Environmental Systems Analysis and Control
Aquifer Mechanics
Forest Hydrology
15
Hr
3
2
1-3
3
4
F
Sp
e
x
Su
APPENDIX C
Attachment A
GRADUATE WATER RESOURCES CERTIFICATE PROGRAM
CORE FACULTY
Name and Rank: C. Rhett Jackson, Professor of Hydrology
Academic Specialty:
Effects of human land use activities, specifically forestry, agriculture, and urbanization, on water
quality and aquatic habitat. Effectiveness of silvicultural and agricultural BMPs in reducing
nonpoint pollution. Sediment mobilization and transport. Fluvial geomorphology. Hillslope and
wetland hydrology.
Educational Background:
1992, PhD, Hydrology, Department of Civil and Env. ENgr., University of Washington
1985, MSE, Civil and Environmental Engineering, Duke University
1983, BSE, Civil and Environmental Engineering, Duke University
Special Qualifications Related to Program:



Teaches a wide range of graduate hydrology courses, including
o Forest Hydrology, FORS 6110
o Hillslope Hydrology, FORS 8120
Long and productive history of interdisciplinary research and teaching collaborating with
colleagues from Geology, Geography, Entomology, Marine Sciences, Ecology, Crop and
Soil Sciences, and Bio and Ag Engineering.
Founder and long term member of the Water Resources Faculty
Relevant professional and scholarly activity for past five years:
Refereed and Peer-Reviewed Journal Articles – last 5 years
Jackson, C.R. and C.M. Pringle. Accepted. When unnatural hydrologic connectivity has
ecological benefits in human dominated landscapes. Bioscience.
Neary, D.G., G.G. Ice, and C.R. Jackson. In Press. Linkages between forest soils and water
quality and quantity. J. Forest Ecology & Management.
Wenger, S.J., A.H. Roy, C.R. Jackson, E.S. Bernhardt, T.L. Carter, S. Filoso, C.A. Gibson, N.B.
Grimm, W.C. Hession, S.S. Kaushal, E. Martí, J.L. Meyer, M.A. Palmer, M.J. Paul, A.H.
Purcell, A. Ramirez, A.D. Rosemond, K.A. Schofield, T.R. Schueler, E.B. Sudduth, and
C.J. Walsh. In Press. Twenty-six key research questions in urban stream ecology: an
assessment of the state of the science. J of the North American Benthological Society.
Carter, T. C.R. Jackson, A.D. Rosemond, C.M. Pringle, D.E. Radcliffe, W. Tollner, J.C. Maerz,
D.S. Leigh. Accepted. Beyond urban gradient studies: barriers and opportunities for
timely studies of urbanization effects on aquatic ecosystems. Journal of the North
American Benthological Society.
Peterson, J.T., C.R. Jackson, C.P. Shea, and G. Li. In Press. The development and evaluation of a
stream channel classification for estimating the response of fishes to changing
streamflow. Transactions of the American Fisheries Society.
16
Attachment A
Radcliffe, D.E., Z. Lin , L.M. Risse, J. Romeis, and C.R. Jackson. 2009. Modeling phosphorus in
the Lake Allatoona watershed using SWAT: I. Developing phosphorus parameter values.
Journal of Environmental Quality 38:111-120.
Lin, Z., D.E. Radcliffe, D.E., L.M. Risse, J. Romeis, and C.R. Jackson. 2009. Modeling
phosphorus in the Lake Allatoona watershed using SWAT: II. Effect of land use change.
Journal of Environmental Quality 38:121-129.
Carroll, G.D. and C.R. Jackson. 2008. Observed relationships between urbanization and riparian
cover, shredder abundance, and stream leaf litter standing stocks. Fundamental and
Applied Limnology 173(3):213-225.
Pinho, A.P., L.A. Morris, C.R. Jackson, W.J. White, P.B. Bush, and A.T. Matos. 2008.
Contaminant Retention Potential of Forested Filter Strips Established as SMZs in the
Piedmont of Georgia. J. Amer. Water Resources Assoc. 44(6):1564-1577.
White, W.J., L.A. Morris, A.P. Pinho, and C.R. Jackson. 2007. Sediment retention by forested
filter strips in the Piedmont of Georgia. J. Soil and Water Conservation 62(6):453-463.
Jackson, C.R., D.P. Batzer, S.S. Cross, S.M. Haggerty, and C.A. Sturm. 2007. Headwater
Streams and Timber Harvest: Channel, Macroinvertebrate, and Amphibian Response and
Recovery. Forest Science 53(2):356-370.
Freeman, M.C., C.M. Pringle, and C.R. Jackson. 2007 Hydrologic connectivity and the
contribution of stream headwaters to ecological integrity at regional scales. J. Amer.
Water Resour. Assoc. 43(1):5-14.
Li, G. and C.R. Jackson. 2007. Simple, Accurate, and Efficient Revisions to MacCormack and
Saulyev Schemes: High Peclet Numbers. Applied Mathematics and Computation
186(1):610-622.
Carter, T. and C.R. Jackson. 2007. Vegetated roofs for stormwater management at multiple
spatial scales. Landscape and Urban Planning 80(1-2):84-94.
Jackson, C.R., J.K. Martin, D.S. Leigh, and L.T. West. 2005. A Southeastern Piedmont
Watershed Sediment Budget; Evidence for a Multi-Millennial Agricultural Legacy. J.
Soil Water Cons. 60(6):298-310.
Carroll, G.D. and C.R. Jackson. 2005. DISCUSSION: “Urbanization influences on aquatic
communities in northeastern Illinois streams”, by F. Fitzpatrick, M. Harris, T. Arnold,
and K.D. Richards. J. Amer. Water Res. Assoc. 41(1):219-220.
Ward, J.M. and C.R. Jackson. 2004. Sediment trapping within forestry streamside management
zones: Georgia Piedmont, USA. J. Amer. Water Res. Assoc. 40(6):1421-1431.
Rivenbark, B.L. and C.R. Jackson. 2004. Concentrated flow breakthroughs moving through
silvicultural streamside management zones: southeastern Piedmont, USA. J. Amer.
Water Res. Assoc. 40(4):1043-1052.
Rivenbark, B.L. and C.R. Jackson. 2004. Average discharge, perennial flow initiation, and
channel initiation - small southern Appalachian basins. Journal American Water
Resources Association 40(3):639-646.
Haggerty, S.M., D.P. Batzer, and C.R. Jackson. 2004. Macroinvertebrate response to logging in
coastal headwater streams of Washington, USA. Canadian Journal of Fisheries and
Aquatic Sciences 61: 529-537.
Pinho, A., L. daCosta, L.A. Morris, R. Jackson, W. White, and M. Martinez. 2004. Retencao de
atrazina, picloram e caulinita em zona riparia localizada em area de silvicultura.
Engenharia na Agricultura, Vicosa-MG 12:260-270.
,
Projected Responsibility and Required Adjustments in Current Assignments.

Continue to provide leadership for collaborative academic efforts in water resources at
UGA and across the state.
17


Attachment A
Facilitate coordination between the management of the undergraduate and graduate
certificates in water resources.
No required adjustments in current assignments anticipated
18
Attachment A
Name and Rank: Rebecca Moore, Assistant Professor of Natural Resource Economics
Academic Specialty:
Environmental and natural resource economics; economic valuation; dynamic optimization;
applied econometrics; water resources
Ph.D., Agricultural and Applied Economics, University of Wisconsin, 2006
B.A., Geology, University of Colorado, 2000


Teaches a wide range of graduate courses, including
o Environmental and Natural Resource Economics I, FANR/AAEC 7860
o Economic Perspectives on Natural Resource Issues, FANR 7680
Directs graduate students in water resource economics research
Champ, P.A., R. Moore, and R.C. Bishop. “A Comparison of Approaches to Mitigate Hypothetical
Bias.” Agricultural and Resource Economics Review (Accepted).
Moore, R., “Economic analysis of municipal water pricing schemes,” Proceedings of the Georgia Water
Resources Conference 2009.
Price, J. and Moore, R., “Productive Efficiency in Water Usage: An Analysis of Differences Among Farm
Types and Sizes in Georgia,” Proceedings of the Georgia Water Resources Conference 2009.
Moore, R. 2008. “The Value of Water” In Encyclopedia of Rural America, 2nd edition. Gary Goreham,
editor. New York: Grey House Publishing. pg 1071-1074.
Moore, R., R. Bishop, and B. Provencher, “Valuing a Spatially Diverse Non-market Good: The Benefits
of Reduced Non-Point Source Pollution in Green Bay, WI,” American Agricultural Economics
Association, 2007 Selected Paper 174740 (34 pgs).
Provencher, B. and R. Moore. 2006. “A Discussion of ‘Using Angler Characteristics and Attitudinal Data
to Identify Environmental Preference Classes: A Latent-Class Model’” Environmental and
Resource Economics 34: 117-124.
Macpherson, A., R. Moore, and B. Provencher. 2006. “A Dynamic Principle-Agent Model of Human
Mediated Aquatic Species Invasions.” Agricultural and Resource Economics Review 35(1): 144154.


Will assist with administering the program, i.e., approving certificates, evaluating
curriculum, and organizing faculty participants
19
Attachment A
Name and Rank: David E. Radcliffe, Professor of Crop and Soil Sciences
Academic Specialty:
Water movement and nutrient and sediment transport in on-site wastewater systems and at the
watershed scale using field measurements and modeling studies
Ph.D. Soil Physics, University of Kentucky, 1984.
M.S. Soil Physics, University of Kentucky, 1979.
B.S. Naval Science, United States Naval Academy, 1971



Teaches a wide range of graduate courses, including
o Soil Physics, CRSS 6600
o Advanced Soil Physics: Numerical Methods, CRSS 8600
Advises graduate students in water resources
Radcliffe, D.E., J. Freer, O. Schoumans. Diffuse phosphorus models in the U.S. and Europe:
Their usages, scales, and uncertainties. In press.
Radcliffe, D.E., and L.T. West. 2009. Design hydraulic loading rates for on-site wastewater
systems. Vadose Zone Journal. 8:64-74.
Radcliffe, D.E., Z. Lin, L.M. Risse, J.J. Romeis, and C.R. Jackson. 2009. Modeling phosphorus
in the Lake Allatoona watershed using SWAT: I. Developing phosphorus parameter
values. J. Environ. Qual. 38:111-120.
Lin, Z. and D.E. Radcliffe. 2009. Modeling Phosphorus in the Lake Allatoona watershed using
SWAT: II. Effect of landuse change. J. Environ. Qual. 38:121-129.
Lin, Z., D.E. Radcliffe, M.B. Beck, and L.M. Risse. Modeling phosphorus in the upper Etowah
River basin: Identifying sources under uncertainty. Water Science and Technology. In press.
Finch, S.D., D.E. Radcliffe, and L.T. West. Modeling trench sidewall and bottom flow in on-site
wastewater systems. J. Hydrologic Eng. J. Hyd. Eng. 13:693-701.
Franklin, D.H., L.T. West, D.E. Radcliffe, and P.F. Hendrix. Characteristics and genesis of
preferential flow paths in a Piedmont Ultisol. Soil Sci. Soc. Am. J. In press.
D.E. Radcliffe and Z. Lin. 2006. Modeling phosphorus with the Hydrologic Simulation Fortran
Program (HSPF) model. In D.E. Radcliffe and M.L. Cabrera (ed.). Modeling phosphorus in
the environment. Taylor and Francis Group, LLC. pg 189-214.
D.E. Radcliffe and M.L. Cabrera. 2006. Suggestions for future modeling or phosphorus. In D.E.
Radcliffe and M.L. Cabrera (ed.). Modeling phosphorus in the environment. Taylor and
Francis Group, LLC. pg 405-415.
Sangsupan, H.A., D.E. Radcliffe, P.G. Hartel, M.B. Jenkins, W.K. Vencill, and M.L. Cabrera. 2006.
Sorption and transport of 17-beta estradiol and testosterone in intact soil columns. J.
Environ. Qual. 35:2261-2272.
Lin, Z. and D.E. Radcliffe. 2006. Automatic calibration and predictive uncertainty analysis of a
semi-distributed watershed model. VZJ. 5:248-260.
20
Attachment A
Radcliffe, D.E., L.T. West, and J. Singer. 2005. Gravel effect on wastewater infiltration from septic
system trenches. Soil Sci. Soc. Am. J. 69:1217-1224.
Byers, H.L., M.L. Cabrera, M.K. Matthews, D.H. Franklin, J.G. Andrae, D.E. Radcliffe, M.A.
McCann, H.A. Kuykendall, C.S. Hoveland, and V.H. Calvert II. 2005. Phosphorus,
sediment, and Escherichia coli loads in unfenced streams of the Georgia Piedmont, USA. J.
Environ. Qual. 34:2293-2300.
McVay, K.A., D. E. Radcliffe, L.T. West, and M.L. Cabrera. 2004. Anion exchange in saprolite.
Vadose Zone Journal 3: 668-675.
Schroeder, P.D., D.E. Radcliffe, M.L. Cabrera, and C.D. Belew. 2004. Relationship between soil
test phosphorus and phosphorus in runoff: Effects of soil series variability. J. Environ. Qual.
33:1452-1463.
Schroeder, P.D., D.E. Radcliffe, M.L. Cabrera. 2004. Rainfall timing and litter application rate
effect on phosphorus loss from surface-applied poultry litter. J. Environ. Qual. 33:22012209.
McVay, K.A., D.E. Radcliffe, M.L. Cabrera, and G. Hoogenboom. 2004. Water balance of a dairy
loafing lot using geotextile and its impact on water quality. J. Soil and Water Conserv. 59:
142-153.


21
Attachment A
Name and Rank: Todd C. Rasmussen, Professor of Hydrology and Water Resources
Academic Specialty:
Fluid flow and transport through surface and subsurface environments, focusing on the physical,
chemical, mathematical, and statistical description and quantification of hydrologic processes.
1988, Doctor of Philosophy, Department of Hydrology and Water Resources, College of
Engineering and Mines, The University of Arizona, Major: Hydrology, Title of
Dissertation: “Fluid Flow and Solute Transport Through Three-Dimensional Networks of
Variably Saturated Discrete Fractures”, Advisor: Daniel D. Evans.
1982, Master of Science, Department of Hydrology and Water Resources, College of Earth
Sciences, The University of Arizona, Major: Hydrology, Title of Thesis: “Solute
Transport in Saturated Fractured Media”, Advisor: Eugene S. Simpson.
1976, Bachelor of Science, School of Forestry, University of California, Berkeley, Major: Forest
Resource Management, Advisor: Paul J. Zinke.




Teaches a wide range of graduate hydrology courses, including
o Quantitative Hydrology, WASR 6500
o Field Methods in Hydrology, WASR 6300
o Hydrologic Modeling, WASR 8740
o Aquifer Mechanics, WASR 8730
o Hydrology, Geology, and Soils of Georgia, WASR 6700
Director, UGA Undergraduate Water Resources Certificate Program
Co-Chair, Georgia Water Resources Conference


Organizer, 2007 & 2009 Georgia Water Resources Conferences
Publications:
Rasmussen TC, TL Mote, 2007, “Monitoring surface and subsurface water storage
using confined aquifer water levels at the Savannah River Site, USA”, Vadose
Zone Journal, 6(2):327-335.
Belk EL, D Markewitz, TC Rasmussen, EJM Carvalho, DC Nepstad, EA Davidson,
2007, “Modeling the effects of throughfall reduction on soil water content in a
Brazilian Oxisol under a moist tropical forest”, Water Resources Research
43:W08432, doi:10.1029/2006WR005493.
Toll NJ, TC Rasmussen, 2007, “Removal of barometric pressure effects and Earth
tides from observed water levels”, Ground Water 45(1):101-105.
Rasmussen TC, GQ Yu, 2006, “Determination of groundwater flownets, fluxes,
velocities, and travel times using the complex variable boundary element
method”, Engr. Analysis with Boundary Elements 30(12):1030-1044.
Mathes SE, TC Rasmussen, 2006, “Combining multivariate statistical analysis with
geographic information systems mapping: A tool for delineating groundwater
contamination”, Hydrogeology Journal 14(8):1493-1507
22
Attachment A
Carter TL, TC Rasmussen, 2006, “Hydrologic behavior of vegetated roofs”, J.
American Water Resources Association, 42(5):1261-1274.
Zeng X, TC Rasmussen, MB Beck, AK Parker, ZL Lin, 2006, “A biogeochemical
model for metabolism and nutrient cycling in a southeastern piedmont
impoundment”, Environmental Modelling and Software, 21(8):1073-1095.
Tollner EW, TC Rasmussen, B Upchurch, J Sikes, 2005, “Simulated moving bed
form effects on real-time in-stream sediment concentration measurement with
densitometry”, J. Hydraulic Engineering - ASCE, 131(12):1141-1144.
Zeng X, TC Rasmussen, 2005, “Multivariate statistical characterization of water
quality in Lake Lanier, Georgia, USA”, Journal of Environmental Quality,
34:1980-1991.


23
Attachment B
April 14, 2010
To Whom It May Concern:
RE: Institution: University of Georgia
School/College/Division/Institute: Arts and Sciences
Department: multiple, housed in the Microbiology Department
Name of Proposed Program: Master of Biomanufacturing and Bioprocessing (MBB)
Degree: Master of Biomanufacturing and Bioprocessing
Major: Biomanufacturing
and Bioprocessing
The Microbiology Department of the College of Arts and Sciences will serve as the
Academic home for the new program: Master of Biomanufacturing and Bioprocessing,
although faculty from many different colleges and departments are involved in the
program. New Courses developed for the program will be eventually cross-listed.
I am supportive of the new program: Master of Biomanufacturing and Bioprocessing and
acknowledge that I and/or my faculty have agreed to participate in the new program in
the fashion described in the proposal.
William B. Whitman, Ph.D.
Head, Microbiology Department
___________________________________
Joy Doran-Peterson, Ph.D.
Associate Professor, Microbiology
___________________________________
Allen C. Amason, Ph.D.
Head, Department of Management
Terry College of Business
___________________________________
Stephen Hajduk, Ph.D.
Head, Biochemistry and Molecular Biology ___________________________________
E. Timothy Davies, Ph.D.
___________________________________
Director, Bioexpress Fermentation Facility
William Lanzilotta, Ph. D.
___________________________________
Associate Professor of Biochemistry and Molecular Biology
Michael J. Adang, Ph.D.
___________________________________
Professor of Biochemistry and Molecular Biology
Mike Clutter, Ph.D.
____________________________________
Dean, Warnell School of Forestry and Natural Resources
Dale Greene, Ph.D.
____________________________________
Professor, Warnell School of Forestry and Natural Resources
Attachment B
Paul Brooks, Ph.D.
___________________________________
Assistant Dean for Non-Traditional Education and Outreach at the College of Pharmacy
Anthony C. Capomacchia, Ph.D.
___________________________________
Associate Professor in Pharmaceutical and Biomedical Sciences
E. Dale Threadgill, Ph.D.
___________________________________
Head Biological and Agricultural Engineering, Director Faculty of Engineering
Mark Eiteman, Ph.D.
___________________________________
Professor, Biological and Agricultural Engineering
Ralph Tripp, Ph.D.
___________________________________
Professor and Georgia Research Alliance (GRA) Chair of Animal Health Vaccine
Development in the College of Veterinary Medicine
Attachment B
The University System of Georgia
FORMAT FOR LETTER OF INTENT
NEW PROGRAM PROPOSAL
(Submit three copies)
Institution: University of Georgia
Date__________________
School/College/Division/Institute: Graduate School
Department: multiple, housed in the Microbiology Department
Major: Biomanufacturing and
Bioprocessing
CIP Code _____________
Starting Date __________________
Institutional mission
1. Does this program further the mission of your institution?
Yes. The Professional Science Master of Biomanufacturing and Bioprocessing specifically
allows UGA to be responsive to the evolution of the state's educational and economic needs. The
program also affords UGA the opportunity to have closer contact and interaction with public and
private institutions throughout the state as well as with the citizens it serves. The Master of
Biomanufacturing and Bioprocessing (MBB) will advance the model for introducing highly
technical STEM methods to motivated science students by preparing them for immediate
engagement in an industry that is short of leaders equipped with the necessary STEM skills
combined with experience in business and project management skills. The MBB is industry-led
from the start, with respected companies combining forces with an experienced faculty to
develop curricula and non-traditional learning experiences to prepare students for a challenging
but highly rewarding workplace. Companies that will potentially hire graduates will be involved
alongside those that produce biomanufacturing tools to guide faculty and to train, set challenges
for, and provide internships to students. The faculty, UGA administration and numerous
companies fully support this vision and are committed to developing the MBB as a landmark
program at UGA.
2. Will the proposed program require a significant alteration of the institutional mission? No
3. Will the program require the addition of a new organizational unit to the institution (e.g.
college, school, division or department)? No
4. Is it likely that a SACS visit for substantive change will be necessary? No
5. How does the proposed program help meet the priorities/goals of your strategic plan?
The University of Georgia Strategic Plan includes the institutional goal of providing the “best
possible education to its students; the best possible service to the citizens of the state of Georgia
and beyond; and research, discovery and creative achievement of the highest order to benefit
Georgia, the nation and the world”. Several elements identified by the strategic planning
committee as essential for achieving this goal include: 1) premier graduate and professional
programs; 2) faculty of national and international distinction; 3) premier research, creative work
and scholarship; 4) a culturally diverse and inclusive academic community; 5) strong ties
1 | Letter of Intent
Attachment B
between the University and external constituencies; 6) a comprehensive learning community and
working environment of high quality; 7) a leading outreach program to extend knowledge and
expertise to the people of the state and beyond.
The MBB program goals include evolution into a premier graduate program connecting
industrial partner constituencies with UGA faculty of national and international distinction in
order to train a workforce with a unique combination of scientific technical training and business
savvy. Development of a culturally diverse comprehensive learning community and working
environment of the highest quality will be enhanced by the inclusion of “diversity coordinators”
within the Recruiting, Admissions and Retention Committee. The coordinators will work with
existing minority engagement programs such as the PeachState Louis Stokes Alliance for
Minority Participation and the Sloan Foundation and take advantage of existing relationships
with regional HBCUs (e.g., Fort Valley State, Savannah State) to assure the inclusion of
underrepresented minority SMP candidates.
6. Will this proposal require an addition or change in your institution’s strategic plan? No
7. Will the program require an increase in state appropriation within the next five years? No, the
program should become self-sustaining within the next five years.
8. If this is a baccalaureate program, will you be asking for an exception to the 120 hour
expectation or to the core curriculum? Not applicable
9. Are there program delivery formats that will be new or different for your institution? No
Need
1. Provide a brief justification for why the state needs graduates from this program and for why
the University System needs this program. Give a brief justification for why your institution
should offer the program.
MBB students will develop expertise in the areas of biomanufacturing and bioprocessing and in
addition to mastering specific technical processes, students will be trained as team leaders and
managers. They will have the opportunity to focus their interest in the areas of biofuels,
industrial biotechnology, pharmaceutical biotechnology and other biomanufacturing sectors
through new program specific courses and non-core courses already administered by the
university. Students will be trained in aspects of microbiology, biochemistry, biochemical
engineering, genetics and process development. Students will also be given a solid base in the
business aspects of the industry, including finance, supply chain issues and manufacturing
practices. This curriculum will prepare students for a career in biomanufacturing by providing
training for rapidly growing industries including the biofuel and pharmaceutical industries that
are short of personnel trained in the skills needed for large scale manufacture.
The University of Georgia is uniquely equipped to fill the need for a well trained
biomanufacturing workforce:
1. The University of Georgia Bioexpression & Fermentation Facility (BFF;
Attachment B
www.bff.uga.edu) is a state-of-the-art biomanufacturing facility founded in 1967. Since a
major reorganization in 2001, it has offered services in strain development, fermentation
process development and scale up to 800L; downstream processing and protein purification
process development and scale up to multi-gram product quantities; fill-finish services and
full analytical support. In 2009 a BSL3 containment mammalian cell culture and protein
purification suite has been commissioned. In 2008/2009 the BFF’s fermentation pilot plant
was updated using a $1m Georgia Research Alliance (GRA) grant. More than $500,000 of
additional money has been used for equipment upgrades since 2001 and a further $3m of
GRA money was used to equip the BSL3 cell culture suite. The rationale for much of the
provision of state money was to make the facility more suitable as a training center, and the
MBB will be the first program to benefit from this. The $1m pilot plant renovation included
the installation of state of the art process control systems furnished by MBB partner DCIBiolaffite. This company is also a technology provider to Merial, another MBB partner.
Further global facility control systems are provided by Siemens and Innovative Controls.
Both companies will be involved with the MBB program and are also installing systems into
MBB partner company Terrapin Breweries and Dupont-Danisco’s biofuel facility in
Tennessee. The State’s commitment and investment in systems for research and training that
match those in modern commercial facilities allows students unparalleled access to
equipment and facilities and will in turn provide industry with well-trained work-ready
graduates. The BFF has a well established record of working with industry and academia –
81 companies and 48 universities/research labs have used the facility since 2001. The BFF
will be the heart of the MBB program, with opportunities for students to use the 26
bioreactors and other equipment for bench scale, pilot scale and downstream processing
training; for project-based research; and for internships.
2. Interdisciplinary collaborations and learning opportunities are second nature to the MBB
faculty.
• Several are members of the Faculty of Engineering (FoE), a pan-university group of faculty
that have engineering backgrounds, but that are based in a variety of schools and
departments. The FoE is a ground breaking university paradigm bringing together university
faculty and private sector partners in a virtual department structure to foster collaborations.
• Several members of the group are members of the Biofuels, Bioenergy and Biomaterials
initiative (B3i). B3i has more than 90 members interested in sustainable industry, many of
whom interact with companies that hire employees with biomanufacturing expertise.
• UGA is part of one of three DOE-funded bioenergy research centers. The Bioenergy
Science Center (BESC) is an interdisciplinary group involving academia, industry and
government labs and which may be used as a resource for MBB students.
• MBB faculty are members of the Biomedical and Health Sciences Institute (BHSI) which
was formed in 2001 specifically to foster interdisciplinary research and instruction and which
currently boasts 170 members from 9 schools and 38 departments. The BHSI faculty includes
those with interests in drug design, manufacturing and deployment and MBB students may
have a direct impact on these scientists and their industrial collaborators.
3. New teaching and learning strategies will be used to push students to greater heights. The
difficulty in teaching biomanufacturing using traditional methods will be circumvented by
using new tools, such as interactive web-based classes; by seeking new experiences for
students such as interdisciplinary multi-level problem solving groups; cross training between
Attachment B
biologists and engineers; and through hands-on experience with industry standard equipment.
All of these resources and training methods have been worked into the curriculum, and with
the equipment, personnel and contacts that UGA offers, we believe that few campuses are
better equipped to train a biomanufacturing work force.
2. If the program is applied or professional in nature, describe the kind of data you will use to
support the need for the program.
Georgia based companies indicate a growing need for biotechnologists and specifically
pinpointed team leader/middle management positions typically filled by master’s level graduates
as areas of intense need. Several reports illustrated the needs addressed in this program
including:
• Shaping Infinity: The Georgia Life Sciences Industry Report (2009), Beata D. Kochut
and Jeffrey M. Humphries. Prepared by the Selig Center for Economic Growth (UGA)
for Georgia BIO and BioGeorgia.
• The Bioscience Industry in Georgia’s Innovation Cresent: Employment, growth and
economic Impact (2008); Tommie L. Shepherd and Archie Flanders. Prepared for the
Fanning Institute, UGA by the Center for Agribusiness and Economic Development,
UGA.
• Energy and Environmental Workforce Educational Needs: Supply and Demand in
Georgia (2008). Prepared for the University System of Georgia Board of Regents by the
Georgia Tech Enterprise Innovation Institute.
Graduates with a combination of technical and scientific skills and a good grounding in
business and project management skills are highly sought. This finding was echoed by our
industry partners and other companies interviewed during the development of the proposed
curriculum. In North East Georgia, growth in training opportunities at technical colleges has
resulted in better availability of technicians, but the state universities need to be better
equipped to train team leaders and managers. It is the intent of this group to make UGA a
center for training these scientists, an effort that will in turn staff existing companies in the
state and encourage new companies to locate in the region. This plan will be complementary
to numerous efforts already underway in the Northeast Georgia Innovation Crescent and will
potentially attract students involved in the Biotechnology Major program at UGA.
3. Provide a brief description of whether and why students will enroll in the program. What
kinds of data do you intend to use to show student demand for the program? All of the methods
listed above identified this program of interest to students, industrial partners, the State, and
beyond. Students are looking for relevant workforce training to enable them to obtain gainful
employment upon graduation. Partnering with industry to articulate the qualities and skill sets of
an ideal job candidate will enhance the “hiring rate” of our graduates. Once these statistics are
collected as described and published, we believe the program will be very competitive. The
Terry College of Business has also supported the development of this program based on student
needs and industry requests for specific skills.
We will track the production, dissemination, and target audiences for the program recruiting
material and ask what percentage of students apply for and are accepted into the program and
Attachment B
what effect recruiting efforts have on bringing students into the program. We will collect
production and dissemination data and track success through an applicant and participant
database. The data will be analyzed using descriptive statistics and the ratio of recruiting material
produced to material disseminated to applicants to acceptances.
Students
1. Estimate the number of students who will graduate annually from the program in the steady
state. During the developmental stages of the program we anticipate awarding seven
assistantships each year for a total of four years. We plan to expand the program beyond the
seven assistantships as we develop shorter term workshops of interest to industry.
Cohort Numbers will not be limited but the initial target will be seven new students per year.
The MBB advisory board will investigate a range of options to increase student numbers beyond
this total, including federal and state funds, funding for minorities, such as Sloan fellowships and
private sources. If this proposal is successful, the first year fully funded intake will be seven
students. The table below shows how this level will be maintained.
Year
2010
2011
2012
2013
Funding Source: total students (new students) {partial funding, 1= 2 year assistantship}
UGA grad UGA
Paid
Company
Self
NSF
school
research
internships4
sponsorship5 funded5
fellows1
assistants2
assistants3
5(5)
2(2)
0(0)
0(0)
0(0)
0(0)
8(5)
4(2)
2(0){2x0.5} 0(0)
0(0)
0(0)
5(4)
2(0)
3(0){3x0.5} 1(0){3x0.17} 2(2)
1(1)
0(0)
0(0)
5(1){4x0.5;
1(1){3x0.17} 6(4)
2(1)
1x1}
Total
7(7)
14(7)
14(7)
14(7)
Notes: 1Funded through this proposal, see budget; 2commitment is indicated in support letter ; 3Certain labs, such as
BFF, Doran-Peterson, Lanzilotta expect to employ second year MBB students on research assistantships (not a hard
commitment at this time). This will free up more NSF money for first year students; 4Paid internships will be used
to free up money to provide funding for additional assistantships (some commitments have been made, but
additional money would be met to meet the targets given in the table); 5As the program matures and reputation
builds, it is anticipated that companies and individuals will pay for training (not a hard commitment at this time).
2. What percentage will likely be from other existing programs? 0 or very low percentage, less than 5%.
Which programs will the students come from?
Initially the majority of Professional Science Masters’ Degree candidates will be graduates of
baccalaureate programs from the basic sciences and engineering such as biochemistry, microbiology,
genetics, cell biology, plant science, chemistry, biological engineering, chemical engineering, etc. Many
basic science departments do not offer Masters’ Degree in their particular discipline so the impact on
existing programs should be minimal. This program will likely attract individuals desiring to retool their
abilities for a career change in addition to recent graduates.
Budget
1. Estimate the steady-state cost of the program (in current dollars) and indicate the percentages from
reallocation, student fees, grants, and outside dollars.
I.
ENROLLMENT PROJECTIONS
FY 11
FY12
FY 13
Attachment B
(indicate basis for projections in narrative)
Year
A. Student majors
1. Shifted from other programs
2. New to institution
First Year
TOTAL MAJORS
Second Year
Third
0
7
0
14
0
14
7
14
14
B. Course sections satisfying program requirements
1. Previously existing
2. New
6
2
12
3
15
0
TOTAL PROGRAM COURSE SECTIONS
8
15
15
0
154
0
280
0
280
154
0
(yr 2)
280
7
(yr 3)
280
7
(yr 4)
C. Credit hours generated by those courses
1. Existing enrollments
2. New enrollments
TOTAL CREDIT HOURS
D. Degrees awarded
II. COSTS
EFT Dollars
A. Personnel—reassigned or existing positions
1. Faculty
2.2 198,000
2. Part-time faculty
0
3. Graduate assistant
0
4. Administrators
0
5. Support staff
0.5 26,114
6. Fringe benefits
61,958
7. Other personnel costs
0
TOTAL EXISTING PERSONNEL COSTS
B. Personnel – new positions
1. Faculty
4. Administrators
5. Support staff
6. Fringe benefits
TOTAL NEW PERSONNEL COSTS
286,072
EFT Dollars
EFT Dollars
2.2
203,940
0
0
0
0.5 26,897
63,817
0
2.2 210,058
0
0
0
0.5 27,704
65,731
0
294,654
303,493
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Attachment B
First Year
C.
D.
Second Year
Third
Year
Start-up costs (one-time expenses)
1. Library/learning resources
2. Equipment
3. Other
0
0
0
Physical facilities: construction or major
renovation
0
0
0
0
0
0
1,000
2,000
0
1,030
2,060
0
1,060
2,120
0
0
0
0
5. Other
0
0
0
3,000
289,072
3,090
297,744
289,072
0
0
0
0
0
0
297,744
0
0
0
0
0
0
306,673
0
0
0
0
0
0
0
0
0
TOTAL ONE-TIME COSTS
E. Operating costs (recurring costs—base budget)
1. Supplies/expenses
2. Travel
3. Equipment
TOTAL RECURRING COSTS
GRAND TOTAL COSTS
III. REVENUE SOURCES
A. Source of funds
1. Reallocation of existing funds
2. New student workload
3. New tuition
4. Federal funds
5. Other grants
6. Student fees
7. Other
Subtotal new state allocation requested
0
0
0
0
0
0
3,180
306,673
GRAND TOTAL REVENUES
289,072
297,744
306,673
B. Nature of funds
1. Base budget
2. One-time funds
289,072
0
297,744
0
306,673
0
289,072
297,744
306,673
Attachment B
2. Estimate start-up costs for the program and indicate possible fund sources. Start-up costs for
the program will be enhanced by receipt of a Professional Science Masters’ Program grant from
the National Science Foundation to which we have applied. The total project period grant is for
$699,997. Most of the funding is for graduate student stipends and tuition reimbursement. A
small amount of funding is requested for program management and evaluations. Some funding
will be provided for students via company paid internships and from individual research
laboratories seeking to hire second year students on specific projects. The Bioexpress
Fermentation Facility will supply an additional internship. Many of the courses proposed in this
degree program already exist in other programs and we will make use of relevant courses by
integrating our new students into these established courses. For example the Terry College of
Business MBA program will permit inclusion of cohorts into their existing courses.
Facilities
If additional facilities are needed, how they will be acquired. Not needed
Description of Facilities and Resources available to SMP in Biomanufacturing and
Bioprocessing students and faculty
Teaching Resources
Many classrooms and lecture rooms of varying size are available for use for lectures, seminars
tutorials and MBB meetings. In addition to rooms available in the Coverdell Health Sciences
Building, the Fred C. Davison Life Sciences Complex, the Biological Sciences Building and the
Driftmeier Engineering Building, UGA has a state-of-the-art teaching center – the Zell B. Miller
Learning Center (http://www.slc.uga.edu/) equipped with traditional classrooms and lecture
theatres, study rooms, computer teaching labs and project rooms. The Fred C. Davison Life
Sciences Complex has a state of the art computer training classroom that is adjacent to the BFF,
and so convenient for combined cyber-based and lab based classes.
Research & Laboratory Resources
Due to the large number of faculty and company partners that will be involved in the SMP in
Biomanufacturing and Bioprocessing, there is an enormous array of equipment and resources
available to students in the program. A brief highlight of the available equipment follows below.
The Bioexpression and Fermentation Facility (BFF) consists of five integrated divisions
providing a full range of services for biomanufacturing: a fully equipped 2000 ft2 molecular
biology lab for strain development and manipulation; a 5000 ft2 fermentation pilot plant for
fermentation optimization, scale up and downstream processing; a 1000 ft2 protein purification
suite with ancillary 250 ft2 fill/finish suite; a 150 ft2 analytical suite; and a 1500 ft2 BSL3 suite
with two rooms, one dedicated to mammalian cell culture and the other to high throughput
screening and protein purification. The facility was built in 1992 and is staffed by a full-time
Ph.D director 13 staff, including four PhD level scientists. Selected equipment relevant to the
project includes the following (see also http://bff.uga.edu/equipment/category/overview/):
Fermentation and Cell Culture Equipment: DAS GIP Fed Batch Pro multiplexed fermentation
unit with eight 1L fully automated fermentors; 7 New Brunswick Scientific Bioflo 3000 7.5L
fermentors; Seven stainless steel fully controlled and automated sterilize in place fermentors:
2x32L; 150L; 250L; 500L; 600L; 900L; New Brunswick Scientific Celligen 310 14L cell culture
Attachment B
bioreactor; Sartoris WAVE 20L bioreactor; Siemens PCS7 box distributed control system
receiving global plant data from all pilot plant fermentors and ancillary equipment; two
automated sampling systems. Other microbial and cell Culture Equipment: 10 Incubators,
including 6 CO2 incubators, 3 bench top incubator/shakers, 7 floor incubator/shakers, 3 laminar
flow sterile hoods, Coy anaerobic chamber, Downstream Processing: 3 Sharples Continuous
centrifuges; Whisperfuge continous centrifuge; 6 floor centrifuges; three table top centrifuges;
Beckman Optima TLX table top ultracentrifuge; 7 Microcentrifuges; 3 bench top tangential flow
filtration (TFF) systems with numerous filter cartridges; NCSRT Purosep Pro pilot scale TFF
system with dual pumps (up to 600 L/min) and process scale filter holder with filters; 3
sonicators; French Press with 40 ml capacity cell; Gaulin pressure homogenizer with 100g
cells/minute lysis capacity; Niro pressure homogenizer with 400g cells/minute lysis capacity.
Analytical: Beckman XG Span 8 robotic system fully equipped for high throughput (HTP)
ELISA and other analyses, equipped with state of the art paradigm optical system with all
available optical cartridges; 2 Gas Chromatography systems, 6 analytical HPLC systems with
UV/vis, diode array, RI, and fluorescence detectors; 2 microplate readers, one, UV/vis detecton,
one fluorescence, 4 spectrophotometers, Shimadzu RF-5301PC spectrofluorophotometer ; YSI
glucose analyzer; gel imaging system with camera and analysis software; three light microscopes
including one with built in digital camera and imaging software; approximately 10 gel systems
for DNA and protein gels; Protein Purification: Seven FPLC systems (GE & Biorad) with flow
rates from 50ml/min to 150ml/min; Four preparative HPLC systems (Waters & Rainin) with
flow rates from 50ml/min to 800ml/min. Large number of FPLC columns up to 18L capacity;
Large number of HPLC columns up to 3” (1L) including 1”, 2” and 3” column packing station.
Ancillary Equipment: 2 shelf lyophilizers; two bulk lyophilizers; pilot spray dryer, 2 cold rooms,
2 autoclaves, 2 dish washers; 2 hot air dryers; 5 HPLC grade water purifiers; 3 ice machines;
eight -80oC freezers; four -20oC freezers; Seven refrigerators; approximately 75 pipettors;
3multi-channel pipettors; >20 desk top and lap top computers; one centralized computer server.
\
The Department of Microbiology at the University of Georgia houses multi-user equipment
such as autoclaves, freeze-drying facilities, storage facilities, automated dishwashers, Coy
Anaerobic Glove boxes, a BioRad Scanning spectrophotometer, scintillations counters, FPLC
units, a phospho/fluoro-imager, an isothermal titration calorimeter, one Model 7520 Cambridge
Technology Inc. microplate reader, various types of PCR thermocyclers, and 10L, 20 L, 100L
volume fermenters. The laboratory of Dr. Joy Doran Peterson in the Department of
Microbiology has renovated facilities for work with aerobic and anaerobic microorganisms. The
laboratory contains 3 multistation fermentation units capable of pH and temperature controlled
fermentations, each with capacity to run 5 fermentations at a time. Dr. Peterson’s laboratory
contains a DIONEX DX-600 High Performance Ion Chromatograph with ED50A chemical
detector with PeakNet 6 Bundled Workstation, a Shimadzu LC-20AT solvent Delivery Unit with
UV-Vis and RI detector and autosampler, two Shimadzu gas chromatographs-one with and FID
detector and one with a TCD detector, Hamilton Biosafety Cabinets, spectrophotometers, pH
meters, Dounce tissue grinders, Fotodyne Gel-Pro Analyzer 4.0 software with system, Fotodyne
FOTO/Analyst Investigator Eclipse Dual Light Workstations, Millipore Milli-RO Plus Reverse
Osmosis System, Millipore Milli-Q Ultrapure Water System, Promega Vac-Man (R) 96 Vacuum
Manifold, Fisher Biotech Semi-Dry Blotting Unit, analytical balances, Labconco Auto DensiFlow, Beckman Benchtop Centrifuges, Precision Scientific Circulating Water Bath, Hoefer PS
Attachment B
3000 DC Power Supply, Buchler Density Gradient Forming System, Vacuubrand Chemistry
Diaphram Pumps, Electrophoresis Power Supply EPS 600, Spectrum CF-1 Fraction Collector,
Pharmacia Biotech GradiFrac with HiLoad Pump P-50, FisherBiotech Horizontal MiniGel
Systems, BioRad Mini-Protean II protein gel electophoresis kits with power supplies, Labconco
Multistatic Pump, Hoefer Hybridization Oven, Pharmacia Biotech Monitor UV-1, Pharmacia
Biotech Recorder REC, Beckman Ulltracentrifuge, Fisher Sonic Dismembrator Model 550,
Savant Integrated SpeedVac System, Savant Automatic Environmental SpeedVac, Various
stirring hot plates, Pharmacia Biotech VacuGene XL Vacuum Blotting System, Precision
General Purpose Water Baths, Hoefer HE 100 Supersub Horizontal Unit, incubators of varying
size and temperature, Pharmacia Biotech Ultrospec 3000, Hoefer Ultraviolet Crosslinker,
Ericomp TwinBlock System, New Brunswick Enironmental Incubator Shakers, Thermodyne
Thermokool, Gilson Microfractionator, Revco Ultralow Temperature (-80_C) Freezer, Olympus
BX40 Fluorescence microscope, Leica Sterozoom 3 Dissecting microscope and light source,two
Coy Anaerobic Glove boxes with oxygen sensors, Bioscreen Growth Curves chamber for optical
density measurements in controlled 200 unit trays, computers and printers, waterbaths,
microcentrifuges, vortex mixers, microwaves, micropipetters and pipetaids, multichannel
pipetters, refrigerators, and miscellaneous glassware and chemicals.
The Center for Molecular BioEngineering occupies 6,000 sq. ft. of recently renovated space in
the Driftmier Engineering Building at the University of Georgia. The Center has a dedicated
media facility and houses all of the equipment necessary for metabolic engineering projects.
Media Preparation: two dishwashers; three autoclaves; two 10 cu. ft. drying ovens; automatic
Petri-plate pouring machine (360 plate capacity). Culture Maintenance: two class IIB biosafety
cabinets; 5 cu. ft. anaerobic glove box; eight 4 liter capacity water bath shakers; four 4 liter
capacity air shakers; six 5 cu. ft. incubators (two are equipped with roller drums); two 21,000
rpm floor centrifuges; 8,000 rpm bench-top centrifuge with swinging bucket assembly.
Biochemistry and Molecular Biology: two cold rooms (one with 100 cu. ft. capacity and one
with 200 cu. ft. capacity); 72 cu. ft. chromatography refrigerator with internal outlets and
lighting; three 17 cubic foot –20°C freezers; two 17 cubic foot –80°C freezers (one with CO2
back up); 18.2 MOhm water purification unit; two flaked ice machines that use 18.2 Mohm feed
water; four DNA gel electrophoresis setups; four SDS PAGE setups complete with western blot
capability; two fast ramp thermocyclers with heated lids; electroporator with capacitance
expander; visible spectrophotometer for cell sampling; two UV/visible six cell
spectrophotometers with micro sample readers; incubator shaker for hybridizations; digital
imaging system with cooled video camera and dual transilluminator complete with white and UV
lights for photographing both DNA and protein gels; digital Petri-plate imaging system with
macro lens camera; automatic speed-vac concentrator (for drying DNA samples and
concentrating protein samples); dual-label scintillation counter; automatic French press with
large and micro cells; 550W sonic disruptor with large and microtip probes; UV crosslinker; four
stationary water baths for sample incubation; four microfuges. Fermentation: eight 2.5 L
fermentors with temperature, pH, and dissolved oxygen control (two have automated substrate
feed control); two 5.0 L fermentors; 20 L fermentor; two online (i.e., real-time)
glucose/xylose/lactate/glutamine/glutamate analyzers; three programmable feed pumps (for
exponential and linear feeds); two CO2/O2 off-gas analyzers; numerous mass flow
controllers.Analysis: three gas chromatographs with electron capture, thermal conductivity,
flame ionization, nitrogen-phosphorus, Sievers sulfur detectors; four high-pressure liquid
Attachment B
chromatographs with fluorometric, refractive index, UV/visible, diode array and conductivity
detectors; two GC/MS for gas or headspace analysis; dual column GC/MS with
thermodesorption, cryofocussing and sniff port.
The Department of Biochemistry and Molecular Biology, and Dr William Lonazilotta have
significant laboratory resources for protein chemistry and structure research:
Protein Chemistry: Major equipment items related to protein chemistry includes; Biocad
Intergral 100 FPLC/HPLC with UV, pH, and RI detector, autosampler and fraction collector;
Beckman L-8 80M Ultracentrifuge with numerous fixed angle and swinging bucket rotors
capable of large and small scale protein isolation; Two, Douglas Instruments IMPAX I-5
crystallization robots (One aerobic, one anaerobic); Two, Coy Laboratorys Inc; Type B
anaerobic chambers (~200 cubic feet of anaerobic work space) CSC Isothermal Titration
Calorimeter Protein Solutions DLS Forma Scientific upright and Revco chest -80 freezers;
VWR Brand 4 degree and -20 freezers Shimadzu UV-1601 spectrophotometer with computer
interface; Pharmacia Biotech Phasta System Two Olympus PT 80 microscopes with camera
mount; Several incubators and floor shakers for bacterial culture; Two Perkin Elmer GenAmp
PCR Systems; The Lanzilotta laboratory also contains numerous small equipment items such as
a pH meter, heating blocks, stir plates, shaking water baths. Structural Biology: The Department
of Biochemistry and Molecular Biology is unique in the extended capabilities in structural
biology and protein chemistry. The department currently has four X-ray generators equipped
with CCD detectors and cryo-streams. In additional to the common Cu-edge (1.54 angstroms) Xrays used by most in-house X-ray sources, the department also has a Cr-edge (2.22 angstroms)
X-ray source which allows for direct phasing from the sulfur anomalous scattering.
Other Available Resources at UGA:
• Microbiology Scientific Computing and Visualization Laboratory (MSCVL). This facility in
the Biological Sciences Building contains the software and peripherals to access literature,
databases, internet resources, sequence analysis and associated data visualization programs.
• Center for Advanced Ultrastructural Research (CAUR). This facility houses a scanning and two
transmission electron microscopes, confocal laser microscopes, and preparation and teaching
rooms. It is staffed with a director and technicians.
• Molecular Graphics Laboratory (MGL). This facility, in the Chemistry Building, is equipped
with 11 Silicon Graphics Indigo and IBM workstations that run a wide range of molecular
simulation and analysis programs. The facility, with a Ph.D. director, is an official mirror site of
the Brookhaven Protein Data Bank and the Cambridge Crystallographic Database.
• Complex Carbohydrate Research Center. The CCRC occupies a ~140,000 sq.ft. building
specifically designed for the interdisciplinary and equipment-intensive nature of carbohydrate
science, as well as to foster analytical service and training. CCRC NMR facility has three highfield NMR spectrometers (300-, 500-, and 600-MHz), fully equipped for biomolecular studies of
liquids and solids. In addition, the GRA- UGA 800-MHz NMR facility is located in the CCRC
building. This facility is supported by the Georgia Research Alliance and the University of
Georgia and is a regional resource for high-field NMR studies of biological macromolecules.
The CCRC recently accepted delivery of a Varian Unity Inova 900-MHz spectrometer, making
the CCRC one of the first institutions world-wide to receive this state-of-the-art spectrometer.
This instrument is the centerpiece of the Southeast Collaboratory for Biomolecular NMR and is
funded by the National Institute of General Medical Sciences and the Georgia Research Alliance.
Attachment B
Mass Spectrometry facility houses two Micromass Q-TOF 2 electrospray ionization mass; a
ThermoFinnigan LCQ; a ThermoFinnigan LCQ Advantage; two ThermoFinnigan LTQ; a
ThermoFinnigan LTQ-FT; HP 2025 MALDI-TOF mass; Applied Biosystems 4700 Proteomics
Analyzer (TOF/TOF); Applied Biosystems Voyager DE-Pro (MALDI-TOF); as well as three HP
GC-MSD mass spectrometers. CCRC Computational Laboratory is equipped with three
computer clusters: a 128 CPU 32-bit HPC system (HP Proliant series with ultra low latency
Myrinet Interconnects, based on dual Xeon P4 3.06 GHz, 1GB nodes), a 16 CPU 64-bit
HPC system (HP RX2600 series with ultra low latency Myrinet Interconnects, based on dual
Itanium 2 1.3 GHz, 2GB nodes) and a 16 node Grid system for code and hardware optimization
(comprised of a mixture single and dual Xeon P4 nodes). Data storage in the Computational
Laboratory is provided by two 2 TB fileserver (RAID 10) with data protection enhanced by a
100 TB auto-loading tape backup system. Both Unix (SGI Octane) and Linux (HP xw4100)
workstations are employed for molecular visualization and support a variety of software
packages. The workstations are located in a dedicated user laboratory, which is augmented by the
necessary peripheral devices, including printers, CD/DVD writers and scanners.
• Molecular Genetics Instrumentation Facility (MGIF). Housed in the Life Sciences Building,
this facility is fully equipped for the sequencing and synthesis of DNA and peptides. The facility
is staffed with a Ph.D. director and two technicians.
• Cell Sorting Facility. Two facilities are located on campus, one in the Biological Sciences
Building. These facilities are fully staffed with a director and technicians.
• Research Computing Resource. The RCR is a distributed computing cluster. Software includes
the Wisconsin GCG sequence analysis programs, the PHYLIP suite for phylogenetic analyses,
and a variety of population and evolution analysis programs. RCR also maintains a complete
copy of sequence databases (e.g. GenBank, EMBL, SwissProtein, and PIR). The facility is
maintained by the University Computing Network Services.
Curriculum and delivery
1. Are there special characteristics of the curriculum (as compared to similar programs)?
This is a unique curriculum in that it combines hard science courses with Masters’ of Business
Administration courses. Biomanufacturing training is not easy to execute. The subject is
interdisciplinary. Students need a thorough understanding of microbiology, genetics,
biochemistry and engineering in addition to understanding industrial methods, supply chains,
finances, company operation, management, regulatory and environmental issues, and of
industrial drivers and markets. In addition, biomanufacturing equipment is complex and
expensive, and it is usually impractical to provide hands on access to students. This lack of
traditional training at universities has led to a situation where many of the most skilled operators
and leaders were educated by on-the-job training from industrial mentors. However, rapid
growth of the industry in the past decade, and the expected future growth dictate that one-on-one
mentor-pupil relationships will not be sufficient to meet industry needs. Universities and other
training institutions need to act now to ensure that this manpower market is properly resourced.
2. Will the program require new or special student services? No, we are making use of existing
infrastructures and will hire a program manager to assist the PIs in running the program activities
and tracking progress.
Attachment B
3. Will the program be attractive to under served populations? Yes, many biomanufacturing and
bioprocessing jobs will be located in rural communities where there are pockets of under served
populations. Many of these jobs are pay relatively well in comparison to existing job
opportunities. This program should be attractive because it provides industry-relevant training
with partners desiring to hire our graduates. In addition, MBB student recruitment will begin
immediately after approval and funding through advertisement including web site, targeted
advertisement in print and online media, email distribution to selected undergraduate programs,
and at selected conferences. Both majority and minority students will be targeted at UGA and
throughout the State and region by these means. The SMP Diversity Coordinator will work with
existing UGA minority programs such as the PeachState Louis Stokes Alliance for Minority
Participation and the Alfred P. Sloan Foundation Minority Graduate Research Program to recruit
minority students from UGA and utilize existing relationships and feeder programs with State
HBCUs including Fort Valley State U, Savannah State U, Albany State U, Spellman College,
and Morehouse U; and regional HBCUs Florida A&M U, North Carolina Central U, North
Carolina A&T U to recruit minority students from the State and region. In addition to
advertisement, attendance at regional graduate and professional fairs to promote the MBB will
occur along with day trips to regional institutions to interview and recruit prospective majority
and minority students. Attendance at fairs is known to increase visibility and interest in both the
visiting institution and programs it offers. Dr. Capomacchia has been engaged in this activity
since 1994 with almost 200 trips to various fairs throughout the region (GA, AL, FL, SC, TN,
and VA). Dr. Mensa-Wilmot has also attended many national and regional recruitment fairs such
as ABRCMS. Day trips are especially important since they convey extreme interest and time
investment to both the student interviewed and his/her institution. This is particularly true for
minority students and their HBCU. Drs. Mensa-Wilmot and Capomacchia have experience with
these activities and will be responsible for implementing and maintaining the recruitment
program.
Student mentoring is an integral part of any successful graduate program like SMP since
it may significantly impact student retention and thereby program success. Mentoring is
particularly important for minority students since in the South many students present with
relatively low self esteem. The classic definition that a mentor is trusted counselor, guide and
teacher holds in academia and will assure student/program success and retention if adhered to by
the major professor, three member advisement committee and SMP Graduate Coordinator. They
will review each student’s academic and research progress every six months in the fall and
spring to assure students are on track to graduate in the two year program period allotted by the
SMP. Student retention is inextricably tied to the success of MBB program and will be assured
by the mentoring procedure outlined above and the experience of the SMP recruitment faculty,
Drs. Mensa-Wilmot and Capomacchia. Dr. Capomacchia has extensive experience managing the
Alfred P. Sloan Minority Graduate Research program since 1999 in which thirteen College of
Pharmacy and other UGA faculty participate. The retention rate for the program is 96% (29/30)
with five additional students entering in 2009; seven are currently in the program; 21 have
graduated (17 doctoral dissertations, 5 MS theses, 31 publications).
Collaboration
It should be noted here that efficient use of state resources is an essential ingredient in new
program approval. If there is any doubt about how you will address the questions below, a
conference is recommended.
Attachment B
1. If there are similar programs in your service area, how will the proposed program affect
them? There are no similar programs in the service area and there is a great demand for this type
of program.
2. Do you plan a collaborative arrangement with another institution or entity?
Yes. Extramural collaborations already exist and will be strengthened by the proposed SMP.
Government, industry and academic groups will be used to strengthen learning experiences for
MBB students and to assist faculty in setting curricula and teaching courses. Collaborations
include the following entities, but are not limited to these partnerships alone.
• GeorgiaBIO is the state affiliate of BIO, the largest biotechnology trade organization.
GaBIO has been involved from the start of MBB planning and the GaBIO president will
sit on the advisory board. GaBIO will foster links between the MBB and industry.
• The Georgia Centers for Innovation (COI) will fulfill a similar role at the state level, and
will provide contacts, expertise and insight through the advisory board. The COI include
life sciences, agriculture, and energy.
• The Georgia Biobusiness Center will provide support and foster links between students
and technology start-up companies, many of which have been formed by academic
entrepreneurs (some of whom are part of the MBB proposal). MBB students will have
opportunities to learn about entrepreneurship through the Biobusiness “Startups for
Smarties” program and through the innovative Entrepreneurship Program at the Terry
College of Business.
• Local technical colleges, especially Athens Technical College (ATC) will be involved
with the program. UGA and ATC have a presidential level commitment to collaboration,
and MBB members sit on ATC biotechnology and work-ready committees. ATC faculty
will sit on MBB committees, and courses will be implemented where MBB and ATC
students form teams to solve industrial problems. In addition, ATC has offered access to
equipment and laboratory facilities in their new 65,000 ft2 Life Sciences building. ATC
has developed online classes in Good Manufacturing Practices that will be accessible by
our students (noncredit).
• Leeds University (UK) School of Biological Sciences (LU), and specifically subject
matter expert Suzanne Bickerdike, will provide support in cyber-enabled learning and
provide insight into European biomanufacturing training practices. UGA will provide
funds for this collaboration. $30,000 is currently committed by the Office of the Vice
President for Research, the Graduate School, the BFF and the Department of
Biochemistry and Molecular Biology. Development of interactive training modules prior
to hands-on work with actual equipment increases student confidence and enhances the
probability of successful completion of the activity. These LU courses have resulted in
increased enrolment, decreased failing grades and a 10% increase in average test scores.
Are there other elements of the proposed program that might give the staff greater insight into
the overall value of this program to the University System strategic plan?
The Professional Science Master of Biomanufacturing and Bioprocessing specifically allows
UGA to be responsive to the evolution of the state's educational and economic needs by
Attachment B
partnering public and private institutions throughout the state with the citizens it serves. The
Master of Biomanufacturing and Bioprocessing (MBB) will advance the model for introducing
highly technical STEM methods to motivated science students by preparing them for immediate
combined with experience in business and project management skills. This program also
contains a major assessment component coupled with industry internships and directed research
for a truly unique educational experience unlike other programs throughout our region.
Attachment B
The University System of Georgia
FORMAT FOR NEW PROGRAM PROPOSAL
(Submit three copies)
Institution: University of Georgia
Date__________________
School/College/Division/Institute: Graduate School
Department: multiple
Major: Biomanufacturing and
Bioprocessing
CIP Code _____________
Starting Date __________________
Program description and objectives
The Professional Science Master of Biomanufacturing and Bioprocessing specifically allows
UGA to be responsive to the evolution of the state's educational and economic needs by
partnering public and private institutions throughout the state with the citizens it serves. The
Master of Biomanufacturing and Bioprocessing (MBB) will advance the model for introducing
highly technical STEM methods to motivated science students by preparing them for immediate
combined with experience in business and project management skills. This program also
contains a major assessment component coupled with industry internships and directed research
for a truly unique educational experience unlike other programs throughout our region. The new
Master of Biomanufacturing and Bioprocessing (MBB) will involve an exceptionally
interdisciplinary group of UGA faculty from the Colleges of Arts and Sciences, Agricultural and
Environmental Sciences, Veterinary Medicine, Pharmacy, the Warnell School of Forestry and
Natural Resources, and the Graduate School. Key industry participants are also involved as
advisory board members, internship providers, seminar speakers, and workshop instructors.
The MBB is industry-led from the start, with respected companies combining forces with an
experienced faculty to develop curricula and non-traditional learning experiences to prepare
students for a challenging but highly rewarding workplace. Companies that will potentially hire
graduates will be involved alongside those that produce biomanufacturing tools to guide faculty
and to train, set challenges for, and provide internships to students. The faculty, UGA
administration and numerous companies fully support this vision and are committed to
developing the MBB as a landmark program at UGA.
UGA's two-year Master of Biomanufacturing and Bioprocessing degree program educates and
trains technically savvy professionals by incorporating rigorous scientific training, an
understanding of business principles, a focused research experience, case studies involving
teamwork and real-world problem solving, an industrial internship, and professional
communication opportunities.
Year 1: Students participate in a common educational experience during the first semester and
are immediately engaged in an identity-building/branding experience in a new course developed
specifically for this program. Additional first semester courses taken by all students include:
bioethics, biostatistics, business strategy, and a course in biotechnology or gene technology. In
U
U
1 | Proposal
Attachment B
the second semester, students will participate in another newly developed course in microbial
strain development and industrial applications of microbiology. Additional courses specific to
one of three focus areas and one of two business tracks will comprise the remainder of the
second semester. During the summer students will learn how STEM research creates knowledge
through participation in a graduate level research experience reflecting industrial interests.
Year 2: Students will continue scientifically rigorous courses and focused business instruction.
Two innovative new core courses have to be completed by all students, 1) Biomanufacturing
Process Development and 2) Optimization and Fermentation Engineering. These courses will
use specifically designed interactive cyber-enabled learning modules prior to hands-on training
with industry-relevant fermentation equipment and control systems. After completing these
courses, teams will work together on industry-defined problems in a capstone experience, prior
to embarking on industry internships. Internships will consist of a minimum of 400 hours (10
weeks at 40h/week). Most, if not all, internships will be paid by the industrial partners.
Business Tracks: Students will choose one of two business tracks. The large company track
will include courses designed to facilitate working within large organizations, as a product
champion or project leader. Emphasis will be on understanding enterprise level issues, such as
market dynamics, strategy, and performance, as well as task specific issues like supply chain,
scheduling, and product promotion. The small firm track will include courses designed to
facilitate new venture creation and management and working as or with entrepreneurs. Emphasis
is placed on understanding new venture financing, challenges specific to entrepreneurs, and
basics of cost and cash flow management.
U
U
U
U
Focus areas: Students will choose one of three focus areas: biofuels/biochemicals,
industrial/environmental, and pharmaceutical. A sample program outline with course
descriptions follows. A typical student undertaking our two year MBB will satisfy 38 credits
with a summer research experience in year 1, and summer internship in year 2.
Research: There are numerous opportunities for students to develop lab-based research skills.
In addition to laboratory training students will complete a summer research project and a 400
hour industrial internship.
Start-up costs: for the program will be enhanced by receipt of a Professional Science Masters’
Program grant from the National Science Foundation to which we have applied. The total
project period grant is for $699,997. Most of the funding is for graduate student stipends and
tuition reimbursement. A small amount of funding is requested for program management and
evaluations. Some funding will be provided for students via company paid internships and from
individual research laboratories seeking to hire second year students on specific projects. The
Bioexpress Fermentation Facility will supply an additional internship. Many of the courses
proposed in this degree program already exist in other programs and we will make use of
relevant courses by integrating our new students into these established courses. Costs for
faculty, minimal supplies, and related expenses are approximately $300,000 per year and will be
covered primarily through reallocation of other resources.
2 | Proposal
Attachment B
Justification and need for the program
1. Indicate the societal need for graduates prepared by this program. Describe the process used
to reach these conclusions, the basis for estimating this need, and those factors that were
considered in documenting the program need.
The biomanufacturing and bioprocessing industry is diverse, encompassing the massive
production scales of the liquid biofuels industry at one end, to the high quality, highly regulated
biopharmaceutical industry at the other. In between there are commercial sectors such as the
biochemical industry, agriculture, environmental technology, biodefense, biomaterials,
household goods and even leisure that use biotechnology products. Each market sector has its
own needs and drivers, but a common resonating aspect is that to get a product to market, a
biological entity must be grown and products harvested from it, in a word “biomanufacturing”.
Products include biomass (e.g. foodstuffs or probiotics), metabolic products (e.g. fuels and
biochemicals such as ethanol and lactic acid, or pharmaceutical products such as antibiotics), or
cell components (e.g. pDNA for vaccines, therapeutic antibodies, or industrial enzymes).
Biomanufacturing is the common operation that links the different market sectors in the
biotechnology industry. Historically, the US has not had a large fermentation industry and has
therefore not developed sufficient training programs in this area. With the emergence of the
biofuel and biopharma sectors and maturation of other biomanufacturing industries, the dearth of
scientists, engineers and technicians to run these plants is evident. While many biotechnology
programs touch on biomanufacturing and bioprocessing, the UGA MBB will be unique in its
focus on the full biomanufacturing and bioprocessing experience with hands on training and
exposure to industrial grade equipment. This program will be the first biotech SMP in Georgia,
and the first with a truly biomanufacturing focus in the Eastern US. The industrial focus will
separate the program from many others which have a more biomedical slant.
Biomanufacturing training is not easy to execute. The subject is interdisciplinary. Students need
a thorough understanding of microbiology, genetics, biochemistry and engineering in addition to
understanding industrial methods, supply chains, finances, company operation, management,
regulatory and environmental issues, and of industrial drivers and markets.
2. Indicate the student demand for the program in the region served by the institution. What
evidence exists of this demand?
Biomanufacturing equipment is complex and expensive, and it is usually impractical to provide
hands on access to students. This lack of traditional training at universities has led to a situation
where many of the most skilled operators and leaders were educated by on-the-job training from
industrial mentors. However, rapid growth of the industry in the past decade, and the expected
future growth dictate that one-on-one mentor-pupil relationships will not be sufficient to meet
industry needs. Universities and other training institutions need to act now to ensure that this
manpower market is properly resourced. Many of the principles involved in this program
application have former students now employed in this industry and calls are fielded on a weekly
(sometimes daily) basis from companies looking to hire recent graduates with training such as
that described in the proposed program. Several recent studies document the need for the
training that is proposed in this program including (see Appendix A for details):
3 | Proposal
Attachment B
• Shaping Infinity: The Georgia Life Sciences Industry Report (2009), Beata D.
Kochut and Jeffrey M. Humphries. Prepared by the Selig Center for Economic
Growth (UGA) for Georgia BIO and BioGeorgia.
• The Bioscience Industry in Georgia’s Innovation Cresent: Employment, growth
and economic Impact (2008); Tommie L. Shepherd and Archie Flanders. Prepared
for the Fanning Institute, UGA by the Center for Agribusiness and Economic
Development, UGA.
• Energy and Environmental Workforce Educational Needs: Supply and Demand in
Georgia (2008). Prepared for the University System of Georgia Board of Regents
by the Georgia Tech Enterprise Innovation Institute.
3. Give any additional reasons that make the program desirable (for example, exceptional
qualifications of the faculty, special facilities, etc.)
The University of Georgia is uniquely equipped to fill the need for a well trained
biomanufacturing workforce primarily due to the special facilities available through the
University of Georgia Bioexpression & Fermentation Facility (BFF; www.bff.uga.edu). The
BFF is a state-of-the-art biomanufacturing facility founded in 1967 and reorganized in 2001.
The BFF offers services in strain development, fermentation process development and scale up
to 800L; downstream processing and protein purification process development and scale up to
multi-gram product quantities; fill-finish services and full analytical support. In 2009 a BSL3
containment mammalian cell culture and protein purification suite was commissioned. In
2008/2009 the BFF’s fermentation pilot plant was updated using a $1m Georgia Research
Alliance (GRA) grant. More than $500,000 of additional money has been used for equipment
upgrades since 2001 and a further $3m of GRA money was used to equip the BSL3 cell culture
suite. The facility is now suitable as a training center, and the MBB could be the first program to
benefit from the $1m pilot plant renovation, including access to state of the art process control
systems furnished by MBB partner DCI-Biolaffite. This company is also a technology provider
to Merial, another MBB partner. Further global facility control systems are provided by Siemens
and Innovative Controls. Both companies will be involved with the MBB program and are also
installing systems into MBB partner company Terrapin Breweries and Dupont-Danisco’s biofuel
facility in Tennessee. The State’s commitment and investment in systems for research and
training that match those in modern commercial facilities allows students unparalleled access to
equipment and facilities and will in turn provide industry with well-trained work-ready
graduates.
H
H
Another major plus for housing the new MBB program at UGA include the interdisciplinary
collaborations and learning opportunities provided by the faculty involved in the new major.
Several are members of the Faculty of Engineering (FoE), a pan-university group of faculty that
have engineering backgrounds, but that are based in a variety of schools and departments. The
FoE is a ground breaking university paradigm bringing together university faculty and private
sector partners in a virtual department structure to foster collaborations. Several members of the
group are members of the Biofuels, Bioenergy and Biomaterials initiative (B3i) formerly chaired
by Co-PI and MBB co-director Joy Doran Peterson. B3i has more than 90 members interested in
sustainable industry, many of whom interact with companies that hire employees with
biomanufacturing expertise. This bioenergy inititative is now run primarily through the Office of
4 | Proposal
Attachment B
the Vice President for Research and will remain a valuable resource for the proposed program. In
addition, UGA is part of one of three DOE-funded bioenergy research centers. The Bioenergy
Science Center (BESC) is an interdisciplinary group involving academia, industry and
government labs and which may be used as a resource for MBB students. Another resource
available to the MBB program are the faculty involved in the Biomedical and Health Sciences
Institute (BHSI) which was formed in 2001 specifically to foster interdisciplinary research and
instruction and which currently boasts 170 members from 9 schools and 38 departments. The
BHSI faculty includes those with interests in drug design, manufacturing and deployment and
MBB students may have a direct impact on these scientists and their industrial collaborators.
4. Include reports of advisory committees and consultants, if available.
Please see Appendices for referenced reports. For doctoral programs, the institution should
involve at least three authorities in the field (outside of the institution) as consultants, and should
include their reports as a part of the proposal. Not a doctoral program.
5. List all public and private institutions in the state offering similar programs. There are no
similar programs in the state at either public or private institutions. Also, for doctoral programs,
list at least five institutions in other southeastern states that are offering similar programs. If no
such programs exist, so indicate. No such programs exist.
Procedures used to develop the program
Describe the process by which the institution developed the proposed program.
Georgia based companies indicate a growing need for biotechnologists and specifically
pinpointed team leader/middle management positions typically filled by master’s level graduates
as areas of intense need. Graduates with a combination of technical and scientific skills and a
good grounding in business and project management skills are highly sought. This finding was
echoed by our industry partners and other companies interviewed during the development of the
proposed curriculum. In North East Georgia, growth in training opportunities at technical
colleges has resulted in better availability of technicians, but the state universities need to be
better equipped to train team leaders and managers. It is the intent of this group to make UGA a
center for training these scientists, an effort that will in turn staff existing companies in the state
and encourage new companies to locate in the region. This plan will be complementary to
numerous efforts already underway in the Northeast Georgia Innovation Crescent and will
potentially attract students involved in the Biotechnology Major program at UGA.
As indicated in the previous section, three major documents were used to help provide
background information for development of our specific MBB program. Please see Appendix A
for these documents. In addition we surveyed companies likely to be interested in hiring new
technically trained employees via phone calls, face-to-face meetings, and questionnaires. These
surveys indicated a need for a scientifically, technically trained workforce with additional
competencies in business practices, specifically strategic planning and finance. Our program
descriptions were met with enthusiasm and support and a number of companies will participate
as seminar presenters, workshop presenters, and/or industry partners for internships or service on
our advisory boards. We will develop external advisory boards to help guide our activities, help
develop the curriculum further, and to provide mentorship to students enrolled in our program.
5 | Proposal
Attachment B
The curriculum presented in this request resulted as a team effort with industry and academic
partners. We have built in an evaluation tool that will also help us to fine tune the program.
Further we were assisted in the development of our program by selecting three programs that
appeared to have components that would help us to create the type of graduate that would be
desired by industries in our area. Those three programs are highlighted in a separate section of
this proposal and are as follows:
Keck Graduate Institute of Applied Life Sciences Master of Bioscience with Bioprocessing
Focus, www.kgi.edu/x1598.xml http://www.kgi.edu/Prospective-Students/Admissions.html
Dr. Matthew S. Croughan, [email protected] (909) 607-8838
H
H
H
H
Illinois Professional Science Master’s in Bioenergy, University of Illinois at Urbana-Champaign
http://psm.illinois.edu/prospectivestudents/programs/bioenergy.htm , Dr. Hans Blaschek,
[email protected] (217) 333-8224
H
H
H
H
North Carolina State University Master’s of Microbial Biotechnology,
http://www.microbiology.ncsu.edu/graduate/MMB/opinions.html
Dr. Paul Hamilton, Department of Microbiology, [email protected], (919) 513-7206
H
H
H
Curriculum
List the entire course of study required and recommended to complete the degree program. Give
a sample program of study that might be followed by a representative student. Indicate ways in
which the proposed program is consistent with national standards.
1. Clearly differentiate which courses are existing and which are newly developed courses.
2. Append course description for all courses (existing and new courses).
3. When describing required or elective courses, list all course prerequisites.
4. Indicate whether courses in a proposed masters program are cross-listed as undergraduate
courses and, if so, what safeguards are employed to ensure that courses taken as undergraduates
are not repeated or that requirements are significantly different for graduate students and
undergraduates enrolled in the same course.
5. Provide documentation that all courses in the proposed curriculum have met all institutional
requirements for approval.
6. Append any materials available from national accrediting agencies or professional
organization as they relate to curriculum standards for the proposed program.
7. When internships or field experiences are required as part of the program, provide
information documenting internship availability as well as how students will be assigned and
supervised.
8. Indicate ways in which the proposed program is consistent with national standards.
9. List student outcomes associated with this program.
Curriculum
I. Year 1 (25 credits)
A. First Semester: 13 credits (cr) common to both business tracks and all focus areas.
• Biomanufacturing Seminar (new course): (1 cr) Course will engage students in team
building dynamics, presentations and public speaking, introduce them to project
6 | Proposal
Attachment B
•
1.
2.
3.
B.
•
management, and provide networking opportunities. Student teams will prepare presentations
that capture biomanufacturing events (e.g., development of a breakthrough vaccine or drug,
or new technology for biochemical generation). Students will be introduced to resources
including the UGA Biobusiness Incubator, GeorgiaBIO, the Terry College of Business’s
Entrepreneurship Program, and company partners. The remainder of the course will be
devoted to invited speakers from industry and academia. Likely speakers would be from
companies offering internships including Novozymes, Merial, C2Biofuels and Lonza Biotec.
All presentations will be open. However, meetings with speakers will be available for MBB
students. Instructor: Doran Peterson and guest speakers.
Ethical Issues in Research: PHRM 7230. Regulatory Affairs Graduate Education
Program. College of Pharmacy. (3 cr) Provides an introduction to bioethical principles used
to make decisions when confronted with ethical issues involving research, fraud, scientific
misconduct, and conflicts of interest. Students develop a framework for decision making to
predict and solve ethical dilemmas within the pharmaceutical, biotechnology and medical
device fields. NSF and NIH guidelines and hypothetical case study format will be used to
analyze and apply these principles to industry. Instructor: Paul Brooks
Biotechnology BCMB (BTEC, ENTO) 6200. College of Agriculture and Environmental
Science. (3 cr) Applied aspects of biochemistry and molecular biology, with emphasis on use
of recombinant DNA and protein engineering. OR Introduction to Gene Technology PBIO
(CRSS) (BIOL) 6500. (3 cr) Methods and applications of gene technology and related
concepts in molecular biology including structure/synthesis of macromolecules;
cDNA/genomic cloning, polymerase chain reaction; molecular markers and mapping; gene
isolation strategies; and host-vector systems. Instructors: Adang, Eiteman, Lanzilotta.
Strategic Management EMBA 7550E. Terry College of Business. (3 cr) Traditional
corporate strategy combined with principles of organizational change to produce an overview
of strategic management as a process for adapting the firm to its changing environment.
Topics include practical issues related to mental frameworks, human behavior, environmental
and competitor analysis, and change implementation. Instructor: Allen Amason
Biostatistical Applications for Pharmaceutical and Biotechnology Industries. BIOS
7100. Regulatory Affairs Graduate Education Program. College of Pharmacy. (3 cr)
Biostatistical issues regarding the introduction and regulatory approval of products, and their
postmarket surveillance are considered. Data quality assurance, experimental design, clinical
trials, power and sample size determination, uncertainty assessment, regression, survival
analysis, and variable and model selection are considered. Non-traditional format: online
study including teaching, assignments, discussion, problem-based learning, and case-based
learning. Weekend seminar(s) totaling eight contact hours (multi-point video conference)
using case-based and problem-based learning methods. Instructor: Paul Brooks
Second semester: 9 credits
Microbiology for Biomanufacturing and Industrial Biotechnology (new course required
of both business tracks and all focus areas) (3 cr) Understanding principles of selecting
and using microbes to produce desired products. Kinetics and instruction on microbial
growth, metabolism and biochemistry. Understanding product variety – metabolic products,
secondary metabolites, biomass, proteins, DNA, RNA etc. Topics include: Microbial
diversity and metabolism; Strain selection, engineering, optimization. Diverse applications
of microorganisms in industrial settings including site visits. Instructors: Doran Peterson,
Eiteman, Westpheling (Genetics).
7 | Proposal
Attachment B
•
Business Component. 3 cr specific to business track. Students choose 1 of 2 courses
listed for each track in consultation with mentors. Both courses may be taken if desired.
Large Company Track: MGMT 7220 Project Management. (3 cr) Planning, scheduling,
organizing, implementing, and controlling of single and multiple projects. Explores
traditional and new techniques for the dynamic environment of project management.
Instructors: Amason, Napoleon. OR EMBA 7200 Managerial Finance. (3 cr) Focus on
responsibilities, concerns, and methods of analysis employed by corporate financial
managers, and the role of financial markets and institutions in the modern economy. Topics:
capital structure, dividend policy, asset evaluation, capital budgeting, risk analysis, and
portfolio theory. Instructor: Baginski/Harvey/Amason.
Small company Track: EMBA 7800 Entrepreneurship & New Venture Creation.
Examination of the new venture process, from idea generation to startup to harvest. Emphasis
is placed on the generation of a complete business plan for a new product or service. Topics:
entrepreneurial leadership and infrastructure, assessment of viability, business plan
development and presentation, and entrepreneurial finance. Instructors: Verbrugge or Hanks.
OR EMBA 7600 Financial Analysis & Cost Management. Application of basic principles
of finance and accounting to a broad array of management activities. Topics: financial
forecasting with an emphasis on cash flows and financial needs, valuation of ongoing
operations, evaluation of production alternatives, cost accounting systems, and advanced
capital budgeting. Instructor: Amason
C. Summer Research Experience: (1 cr) required of both business tracks and all focus
areas. Students will undertake industry-relevant research in either an industrial partner
laboratory or an academic/institutional laboratory in collaboration with an industry partner.
A project outline with specific goals and a timeline will be developed during the first week.
A formal written report and a mini-symposium for oral presentation of research activities will
showcase the experience and will provide practice for polishing professional communication
skills. Examples are presented below. One experience might involve a MBB student
interested in the small business track with a biofuels focus. The student will consult with an
industry partner (e.g. C2 Biofuels), to evaluate performance of a new biocatalyst and
determine its suitability for biofuel production from pretreated pine in large-scale
fermentations. The student will work in collaboration with the business partner and an
academic mentor to develop a testing protocol for their new yeast and would use the pilot
scale fermentation facilities at UGA’s BFF. Additional testing could be performed at the
company facilities. The student could also work in laboratories on campus involved with this
type of project (Doran Peterson, Davies, Eiteman, Westpheling, Lanzilotta).
A second scenario could involve Merial and a project already underway at the UGA
Biobusiness Center or in the Merial production facilities in Athens. Merial is a large
company involved in a number of veterinary products including HeartGuard, and Frontline.
Researchers at UGA including Ralph Tripp are also very involved in animal vaccine
development especially for poultry, and work on some of these vaccines is ongoing.
II. Year 2 (18 credits)
A. First Semester : (9 cr) 6 cr required of both business tracks and all focus areas, 3 cr
elective course(s) from areas of focus list.
8 | Proposal
Attachment B
•
•
•
Process Development and Optimization (new course) (3 cr) Classroom and computer
training course introducing students to topics using both practice computer simulation* and
hands on experience with laboratory equipment used in industry. Topics: Microbial kinetics
in fermentors (Growth, nutrient uptake, product formation); Fermentation principles (Batch,
fed-batch, continuous); Process design (Design for best economics); Designing processes for
the product – industry sector requirements for operating at scale; Principles of process
optimization (methods, statistical design (DOE), data mining, fuzzy logic/black box
methods) Instructors: Coordinator: Davies, co-instructors: Doran Peterson, Eiteman,
Lanzilotta.
Fermentation Engineering (new course) (3 cr) Classroom, computer simulation* and lab
based course (BFF fermentors). Topics: Mass transfer/mass balance in fermentors; physical
factors in fermentation and their measurement and control; fermentor engineering, and the
operation, control and modeling of different fermentors (air lift, plug flow, immobilized
reactors, perfusion reactors); scale up/scale down; bioreactor control and operation
(feedback control, sensors and measurement); fermentation and plant monitoring systems
(PLC, SCADA, DCS); process control room practices (batch control software, programming,
monitoring); data handling and mining; fermentor operation and hands on training.
Instructors: Coordinator: Davies, Eiteman, Lanzilotta with guest lectures from
representatives of companies including Broadley James, Innovative controls and DCIBiolaffite.
*Computer Simulation: Development of interactive training modules prior to hands-on
work with actual equipment increases student confidence and enhances the probability of
successful completion of the activity. Leeds University (UK) School of Biological Sciences
(LU), and specifically subject matter expert Suzanne Bickerdike, will provide support in
cyber-enabled learning and provide insight into European biomanufacturing training
practices. UGA will provide funds for this collaboration. $30,000 is currently committed by
the Office of the Vice President for Research, the Graduate School, the BFF and the
Department of Biochemistry and Molecular Biology. These computer simulation courses at
Leeds University have resulted in increased enrolment, decreased failing grades and a 10%
increase in average test scores. B. Second Semester : (9 cr)
• Group Research Project (new course required of both tracks and all focus areas) (3 cr) Lab
and research based course. Intensive course involving multi-level group structure with
participants working as a team on an industry-relevant challenge. Teams will have access to
laboratory resources (BFF, industry labs, and possibly government labs). Problems may
have a business component as well as a technical aspect. One example of a “team” as
defined by this project includes technical college biotech major; undergraduate biotech
major; MBB student; PhD student and industry professional. Problems will be provided in
collaboration with our industry partners and will include developing an outline, timeline,
budget, and allocation of personnel and other resources. Instructors: Multiple.
• Optional Business Course, Large Company Track. MARK 7760 New Product Development
(3 cr) Course focuses on the basic steps of new product development: opportunity
identification, design, testing, and implementation. Students learn how to read and interpret new
9 | Proposal
Attachment B
product market research. Students are also able to enhance their creativity with research information
and idea generating techniques. Instructor: Kumar.
•
•
Small Firm Track. FINA 7160 Venture Capital Financing (3 cr) Venture capital in
financing entrepreneurial growth companies. How venture capital is raised, invested, and
then harvested for reinvestment. How professional venture capitalists analyze and structure
potential investments.
3 cr elective course from areas of focus list, required for both business tracks: Optional
courses for specific focus areas. Choose from the following courses for 3 credits for Semester
1, and 3 credits for semester 2 for a total of 6 credits during year 2. Students may elect to take
additional courses in their area of interest as time and resources permit.
Track 1.:Biofuels/Biochemicals
Track 2: Industrial/environmental
Track 3: Pharmaceutical
Opportunities in a Bio-based
Economy FORS8020 (1-3 cr)
Procurement & management
of wood fiber supply (3 cr) FORS
7780 (Warnell School of Forestry
and Natural Resources, WSFNR)
Food fermentations (3 cr)
FDST(MIBO) 4120/61204120L/6120L: Food Fermentations
(Food science)
Current Good Manufacturing
Practices (3 cr) PHAR 6030.
Regulatory Affairs Graduate
Education Program. Coll.Pharmacy.
The Science of Sustainability (2 cr)
FANR 7750 (WSFNR)
Fermentation Engineering Laboratory
(4 cr) BCHE 8210 - (Biological &
Agricultural Engineering)
Design of biochemical separations
processed (3 cr) ENGR 4520/6520. Design of Biochemical Separations
Processes (Biological & Agricultural
Engineering)
Protein expression, protein science
and purification (New Course –
Lanzilotta)
Intro to pharmaceutical,
biotechnology and device industries
(4 cr) PHAR6010 (Coll. Pharmacy)
Process control and validation (3 cr)
PHAR 6120 (College of Pharmacy)
Design of biochemical separations
processed (3 cr) ENGR 4520/6520.
- Design of Biochemical
Separations Processes (Biological
& Agricultural Engineering)
Biofuels and biochemicals industry
and production (New CourseWestpheling)
Mammalian cell culture principles
and methods (New Course -Tripp)
Inventory of faculty directly involved
For each faculty member, give the following data:
1. Name, rank, academic discipline, institutions attended, degrees earned;
2. Current workload for typical semester, including specific courses usually taught; explain how
workload will be impacted with the addition of proposed program;
3. Scholarship and publication record for past five years;
4. Professional activity;
5. Expected responsibilities in this program;
6. If it will be necessary to add faculty in order to begin the program, give the desired
qualifications of the persons to be added, with a timetable for adding new faculty and plan for
funding new positions.
Not necessary to add faculty in order to begin the program.
List of Key Participants
The SMP in biomanufacturing and Bioprocessing (MBB) will involve an exceptionally
interdisciplinary group of UGA faculty. Ten key faculty are listed.
10 | Proposal
Attachment B
E. Timothy Davies (PI) is Director of the Bioexpression and Fermentation Facility in the
Dept.of Biochemistry and Molecular Biology, and is co-director of the MBB. His research
interests are in biomanufacturing, process optimization, scale up and technology transfer.
He has numerous industry links and has worked with more than 80 companies.
1. Education:
1995 University of Manchester Institute of Science and Technology
Ph.D. Chemical Engineering
1990 Queen Mary and Westfield College, University of London
Honours Microbiology, Class 2i
2. Current workload for typical semester: Dr. Davies is the current Director of the Bioexpress
Fermentation Facility and does not routinely teach academic courses. As an integral part of this
new major he will develop and co-teach two new courses: Process Development and
Optimization (3 cr) and Fermentation Engineering (3 cr).
3. Scholarship and publication record for past five years;
Patent Li, X.-L.; Ljungdahl, L.G.; Azain, M.J.; Shah, A.; Davies, E.T.; Blum, D.L.; Kataeva, I.
(2003). Phenolic acid esterases, coding sequences and methods. US Patent number 6602700.
Publication Davies, ET, Tellez, M and Unger, M. (2005). “Pichia pastoris and E. coli cross
flow filtration and system bioreduction.” Proceedings of the 10th Aachen Membrane
Colloquium.
Scholarship Poster presentations at international conferences.
4. Professional activity
Selected Lectures / Conference Responsibilities
2008 IFPAC, Baltimore, MD, invited speaker
2007 Applied Biosystems, fermentation workshop convenor
2007 Southeastern Biofuels Conference, Tifton, GA, Invited Speaker
2006 Society Industrial Microbiology Annual Meeting, Baltimore, MD; workshop faculty
2005 10th Aachen Membrane Colloquium, Aachen, Germany, Invited Speaker
2004 Society Industrial Microbiology Annual Meeting, Anaheim, CA; Session Convener
2004 National Institute for Environmental Health Science; Invited speaker
2002 Society Industrial Microbiology Ann. Meeting, Philadelphia, PA; Session Convener
2001 Dept. of Biochemistry & Molecular Biology, UGA; Invited speaker
1994 International Conference on Bioprocess Engineering, Cuernavaca, Mexico; Speaker
1994 Society for General Microbiology 128th General Meeting, Cambridge, UK; Speaker
1993 6th European Congress on Biotechnology, Florence, Italy; Speaker
Awards and Grants
2008 Georgia Research Alliance Special award $1,000,000
2007 NSF SBIR grant reviewer
2006-pres. Board of Directors, Biotechnology Program, Athens Technical College
2007-pres. Board of Directors, Biotechnology Program, Gwinnett Technical College
2007-2010 Member, Program Committee, Society for Industrial Microbiology
2003 Georgia Research Alliance Innovation Grants Program $89,000
11 | Proposal
Attachment B
5. Expected responsibilities in this program; Dr. Davies is the PI of the NSF proposal
submitted to help fund this initiative. He and Dr. Doran-Peterson will co-direct the new Master
of Biomanufacturing and Bioprocessing degree. Dr. Davies will develop and teach two new
courses. The first course entitled Process Development and Optimization (3 cr) is a classroom
and computer training course introducing students to topics using both practice computer
simulation and hands on experience with laboratory equipment used in industry. Topics include:
Microbial kinetics in fermentors (Growth, nutrient uptake, product formation); Fermentation
principles (Batch, fed-batch, continuous); Process design (Design for best economics); Designing
processes for the product – industry sector requirements for operating at scale; Principles of
process optimization (methods, statistical design (DOE), data mining, fuzzy logic/black box
methods). Additional instructors include Doran- Peterson, Eiteman, and Lanzilotta.
The second course is entitled Fermentation Engineering (3 cr) and is a classroom, computer
simulation and lab based course using the BFF fermentors. Topics include: Mass transfer/mass
balance in fermentors; physical factors in fermentation and their measurement and control;
fermentor engineering, and the operation, control and modeling of different fermentors (air lift,
plug flow, immobilized reactors, perfusion reactors); scale up/scale down; bioreactor control and
operation (feedback control, sensors and measurement); fermentation and plant monitoring
systems (PLC, SCADA, DCS); process control room practices (batch control software,
programming, monitoring); data handling and mining; fermentor operation and hands on
training. Instructors: Davies, Eiteman, Lanzilotta with guest lectures from representatives of
companies including Broadley James, Innovative controls and DCI-Biolaffite.
The BHSI will provide administrative support and the MBB will be offered by the UGA
Graduate School. A Steering Committee with membership from UGA faculty and representatives
from academic and industrial partners has been formed and will function during the design and
implementation of the MBB. Once the MBB has been approved by the University System Board
of Regents and it becomes operational, this committee will split into an External Advisory Board
(consisting of industrial partner representation), a Curriculum Committee (consisting of UGA
and academic partner faculty and representation from key industrial partners), and a faculty-led
Recruiting, Admissions and Retention Committee.
A Graduate Coordinator will be selected to lead this last committee and will be the liaison
between students and faculty/employers. Initial membership of all committees is provided.
Joy Doran Peterson (Co-PI) is Associate Professor of Microbiology and Chair of the UGA
B3i group (described below). She is co-director of the MBB. Dr Peterson has 20 years of
experience in microbial diversity, biomass conversion and biofuels research and has
worked extensively with companies involved in developing clean fuels.
1. Education:
1994
1986
University of Florida
Ph.D in Microbiology and Cell Science
University of South Florida
Pre-Professional Sciences Post-Baccalaureate Certificate
12 | Proposal
Attachment B
1981
University of Georgia
B.S. Ed., Health Science
2. Current workload for typical semester:
MIBO 4090/6090, Prokaryotic Biology; every other year Spring semester. GRSC 7770,
Graduate Instruction and Professional Development; every Fall. MIBO 4900L/4960H,
Directed Research with Undergraduates; 1-4 students every semester. MIBO
7000/8900/9000, Directed Research with Graduate Students; 4 current PhD students. FORS
8020, Opportunities in a Biomass-based Economy (Co-teach); and BCHE 8210,
Fermentation Engineering Laboratory (Co-teach). Currently developing a new course in
Industrial Microbiology and Biotechnology and will lead the Biomanufacturing Seminar
course if the new major is approved.
Typical workload for a year is one and a half courses. The Industrial Microbiology and
Biotechnology course will be offered every spring semester and will comprise the major
teaching responsibility. The Prokaryotic Biology course is being revised into Advanced
Microbial Physiology and will be a newly required course for all Microbiology majors. Dr.
Peterson will have minimal responsibility for the Advanced Microbial Physiology course in
order to devote more time to the Industrial Microbiology course.
3. Scholarship and publication record for past five years:
Publications:
Doran-Peterson, J., S. Brandon, A. Jangid, E. DeCrescenzo-Henriksen, B. Dien, and L.
Ingram. 2009. Simultaneous saccharification and fermentation and partial saccharification
and co-fermentation of lignocellulosic biomass for ethanol production. Biofuels: Methods
and Protocols, Methods in Molecular Biology, vol. 581 (ed. J. R. Mielenz), pp. 263-280.
Cook, D., E. DeCrescenzo Henriksen, T. Rogers, and J. Doran- Peterson. 2008. Klugiella
xanthitipulae gen. nov., sp. nov., a novel member of the family Microbacteriaceae.
International Journal of Systematic and Evolutionary Microbiology. Intl. J. Systematic Evol.
Microbiol. 58: 2779-2782.
Doran -Peterson, J., D.M. Cook, and S.K. Brandon. 2008. Microbial conversion of sugars
from plant biomass to ethanol and lactic acid. The Plant Journal. 54(4):582-592.
Anderson, W.F., B.S. Dien, S.K. Brandon, and J.D. Peterson. 2008. Assessment of
bermudagrass and bunch grasses as feedstock for conversion to ethanol. Applied Biochem.
Biotechnol. 145:28-36.
Ximenes, E.A., S.K. Brandon, and J.D. Peterson. 2008. Evaluation of a Hypocrea jecorina
enzyme preparation for the hydrolysis of Tifton 85 bermudagrass (Tifton 85). Applied
Biochem. Biotechnol. 146:89-100.
Peterson, J. D., and L. O. Ingram. 2008. Respiration in an anaerobic environment with an
internal electron acceptor to produce fuel ethanol. In J. Wiegel, R. Maier, and M.W.W.
Adams, (ed.), Incredible anaerobes: from physiology to genomics to fuels. Annals of the
New York Academy of Sciences. 1125:363-372.
13 | Proposal
Attachment B
Brandon, S.K., M.A. Eiteman, K. Patel, M.M. Richbourg, D.J. Miller, and J.D. Peterson.
2008. Hydrolysis of Tifton 85 Bermudagrass in a Pressurized Batch Hot Water Reactor. J.
Chemical Technol. Biotechnol. 83:505-512.
Cook, D.M., E.L. Henriksen, R.A. Upchurch, and J.D. Peterson. 2007. Isolation of
polymer-degrading bacteria and characterization of the hindgut bacterial community from the
detritus-feeding larvae of Tipula abdominalis. Appl. Environ. Microbiol. 73(17):5683-5686.
Henriksen, E., D. Phillips, and J. Peterson. 2007. Polymyxin E production by Paenibacillus
amylolyticus . Lett. Appl. Microbiol. 45:491-496.
Peterson, J.D. 2006. Ethanol production from agricultural residues. International Sugar
Journal. 108(1287):178-180.
Anderson, W.F., J. Peterson, D.E. Akin, and W.H. Morrison III. 2005. Enzyme
pretreatment of grass lignocellulose for potential high-value co-products and improved
fermentable substrate. Applied Biochem. Biotechnol.. 121(1-3):303-310.
Technical Publications for Trade Journals or Industry:
Baker S. A., M. D. Westbrook, W. D. Greene, K.C. Das, J. D. Peterson, and R. L.
Izlar.Evaluation of integrated harvesting systems in pine stands of the Southern United
States. Proceedings of the World Bioenergy Conference, Jonkoping, Sweden. May 27-29,
2008.
Greene D., S. Baker, K.C. Das, and J. Doran-Peterson. Logging residues show promise for
biofuel production. Forest Resources Association, Inc. Technical Report. January 17, 2008.
Greene W. D., K.C. Das, J. Doran-Peterson Recovery of Small Stems and Forest Residues
for Bio-Based Products and Energy. Industry Partner: Langdale Industries, Valdosta, GA.
Technical report for the Traditional Industries program and industry partner.
Ethanol Production from Pulp and Paper Sludge. Joy Doran-Peterson, K.C. Das. Industry
Partner: MeadWestvaco, Cottonwood, AL. Technical report for the Traditional Industries
Program and industry partner.
4. Professional activity:
Professional Service:
• 2009 – 2010 American Society for Microbiology Division O (Fermentation and
Biotechnology) Advisor
• 2009 – curr Southeast Regional Sun Grant Advisory Board Member
• 2009
Southeastern Universities Research Association (SURA) Energy
Workshop Organizer and Participant
• 2009 – curr Technical and Scientific Advisory Board for PureVision Technology,
LLC.
• 2009 – curr Scientific Advisory Board, Netherlands Project on Ethanol from Sugarbeet
14 | Proposal
Attachment B
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
2009
Symposium Organizer for Southeastern Regional American Chemical
Society Meeting on Biofuels
2009
Session Convener for the Society for Industrial Microbiology Meeting
2008 – 2009 Division O (Fermentation and Biotechnology) Chair, American Society
for Microbiology (ASM)
2008 – curr Director Biofuels, Biopower, and Biomaterials Initiative (B3I) Univ. of
Georgia
2008 – curr Scientific Advisory Board for the Oklahoma Bioenergy Center
2008
Session Convener for the 30th Symposium on Biotechnology for Fuels and
Chemicals
2008
Session Convener for the American Society for Microbiology General
Meeting
2007
Session Convener for the Pacific Rim Conference on Biotechnology and
Industrial Microbiology
2007
Division O Chair-Elect, American Society of Microbiology
2005
Division O Councilor, ASM
2005
Faculty of Engineering Advisory Board
2003
Division O Alternate Councilor, ASM
Current
Ad hoc reviewer: FEMS Microbiology Letters, Applied
Biochemistry and Biotechnology, Journal of Polymer Chemistry, Journal
of Industrial Microbiology and Biotechnology,
Biotechnology Progress, and Current Microbiology.
Current
Ad hoc reviewer: United States Department of Energy, United States
Department of Agriculture, and the Consortium for Plant Biotechnology
Research.
Current
Editorial Board, Biotechnology for Biofuels, an open access, peerreviewed online journal featuring high-quality studies describing
technological and operation advances in the production of biofuels from
biomass.
Memberships:
•
•
•
•
•
•
•
•
•
•
American Society for Microbiology
Southeastern Branch ASM
International Society for Biocatalysis and Bioenergy
Institute of Biological Engineering
Society for Industrial Microbiology
American Chemical Society
Faculty of Engineering at UGA
International Society for Microbial Ecology
Southeast Agriculture and Forestry Energy Resources Alliance (SAFER)
BIO and Georgia BIO
5. Expected responsibilities in this program: Joy Doran-Peterson is co-PI with Tim Davies and
Allen Amason on an NSF proposal to help establish this new Master of Biomanufacturing and
15 | Proposal
Attachment B
Bioprocessing degree. She will develop a new course in Industrial Microbiology at the Master’s
level and will lead the Biomanufacturing Seminar course to be offered each Fall Semester.
Davies and Peterson will serve as co-directors of the MBB with access to an administrative
assistant as described above for Dr. Davies section. Dr. Doran-Peterson will also serve as the
Graduate Coordinator of the program.
Allen C. Amason (Co-PI) is Department Head and Associate Professor of Management in
the Terry College of Business. He will organize business classes and provide a link between
STEM and business activities. He is an expert in business strategy with extensive industrial
experience.
1. Education:
1984 BBA. Georgia Southern University Finance
1993 Ph.D. University of South Carolina Strategic Management/International
Business
Chair, Department of Management. Currently teaches Strategic Management EMBA 7550E.
New MBB students will be added to current course. Teaching load will not be impacted.
Amason, A. C. & Mooney, A. C. 2008. Icarus’ paradox revisted: How strong performance
sows the seeds of dysfunction in future strategic decision making. Strategic Organization, 6:
407 – 434.
Mooney, A.C., Holahan, P. & Amason, A.C. 2007. Managing conflict in teams: Gaining the
benefits, avoiding the costs. J. of Management Studies, 44: 733-758.
Amason, A. C., Shrader, R. C., & Tompson, G. H. 2006. Newness and novelty: relating top
management team composition to new venture performance. Journal of Business Venturing,
21: 125-148.
Mooney, A.C., Holahan, P., Amason, A.C. 2007. An alternative approach to understanding
conflict management: Exploring the mutation from cognitive to affective conflict. In Human
Side of Project Leadership, Reilly, R. R. (Ed.), pp. 61 – 102.
Amason, A. C. 2005. The competitive advantage of a scholarly journal: Adhering to the
principles of the process of blind review. Invited Editorial - Journal of Management, 31:
157-161.
•
•
2008
2007 – curr
•
•
2007
2005
President, Southern Management Association
The Russian Foundation for Human Reproductive Health and
Recovery
Program Chair, Southern Management Association
Director, Doctoral Consortium, Southern Management Association
16 | Proposal
Attachment B
•
•
•
•
•
•
•
•
•
•
•
•
2002 – 2005 Sr. Associate Editor, Journal of Management
2002 – curr Editorial Review Board, Journal of Managerial Issues
2001 – 2002 Director, Undergraduate Advancement in Leadership Program,
Institute for Leadership Advancement, Terry College of Business
2000 – 2002 Academy of Management, Southern Management Association,
Board of Governors, Southern Management Association
1999 – 2002 Associate Editor, International Journal of Conflict Management
1999
Chair, Strategy and Business Policy Track of the Southern
Management Association
1998 – curr Case Review Board, Entrepreneurship Theory & Practice
1996 – 2003 Editorial Review Board, Academy of Management Journal
1996 – 2002 Editorial Review Board, Journal of Management
1987 – 1989 Board of Directors, Southeastern Fisheries Association
1985 – 1989 Plant Manager: Sea Garden Seafoods, Inc Valona, GA
1984 – 1985 Operations Analyst: Union Camp Corp Savannah, GA
5. Expected responsibilities in this program: Dr. Amason will organize business classes and
provide a link between STEM and business activities. He is an expert in business strategy with
extensive industrial experience and will teach the Strategic Management course. Strategic
Management includes traditional corporate strategy combined with principles of organizational
change to produce an overview of strategic management as a process for adapting the firm to its
changing environment. Topics include practical issues related to mental frameworks, human
behavior, environmental and competitor analysis, and change implementation.
Michael J. Adang is Professor of Entomology and Biochemistry and coordinator of the
Bachelor of Science in Applied Biotechnology. He is involved in MBB development and
provides a link to the undergraduate biotechnology program. Dr Adang has experience in
the biotechnology industry, academia and entrepreneurialism and specializes in research
on the Bt toxin and agricultural biotechnology. He is also CSO of Insectigen, a MBB
partner company.
1. Education:
1981
1978
1974
Washington State University
Washington State University
Indiana University
Ph.D
MS
B.A.
2. Current workload for typical semester: Dr. Adang is the co-founder of InsectiGen and is also
the co-founder of a Bachelor of Science Degree in Applied Biotechnology and serves as the
director of the program. He also co-teaches the BCMB/BTEC/ENTO 6200 Biotechnology
course devoted to applied aspects of biochemistry and molecular biology, with emphasis on use
of recombinant DNA and protein engineering. He will integrate new MBB students into the
existing course and thus minimal impact will result.
17 | Proposal
Attachment B
Park, Y., Hua, G., Abdullah, M.A., Rahman, R., and Adang, M.J. 2009. Cadherin fragments
from Anopheles gambiae synergize Bacillus thuringiensis Cry4Ba toxicity against Aedes
aegypti larvae. Appl. Environ. Microbiol. Epub ahead of print. Oct. 2.
Hua, G., Zhang, R., Bayyareddy, K., and Adang, M.J. 2009. Anopheles gambiae alkaline
phosphatase is a functional receptor of Bacillus thuringiensis jegathesan Cry11Ba toxin.
Biochemistry. 48. 9785-9793.
Abdullah, M. A., Moussa, S., Taylor, M. D., and Adang, M. J. 2009. Manduca sexta
(Lepidoptera: Sphingidae) cadherin fragments function as synergists for Cry1A and Cry1C
Bacillus thuringiensis toxins against noctuid moths Helicoverpa zea, Agrotis ipsilon, and
Spodoptera exigua, Pest Management Science. 65. 1097-1103.
Zhang, R., Hua, g., Andacht, T.M., and Adang, M.J. 2008. A 106-kDa aminopeptidase is a
putative receptor for Bacillus thuringiensis Cry11Ba toxin in the mosquito Anopheles
gambiae genome. Biochemistry. 47. 11263-11272.
Chen, J., Hua, G.H., Jurat-Fuentes, J.L., Abdullah, M.A., and Adang, M.J. 2007. Synergism
of Bacillus thuringiensis toxins by a fragment of a toxin-binding cadherin. Proc. Natl. Acad.
Sci. U.S.A. 104. 13901-13906.
Bayyareddy, K., Andacht, T. M., Abdullah, M. A., and Adang, M. J. 2009. Proteomic
identification of Bacillus thuringiensis subsp. israelensis toxin Cry4Ba binding proteins in
midgut membranes from Aedes (Stegomyia) aegypti Linnaeus (Diptera, Culicidae) larvae,
Insect Biochem. Molec. Biol. 4. 279-286.
Park, Y., Abdullah, M. A., Taylor, M. D., Rahman, K., and Adang, M. J. 2009.
Enhancement of Bacillus thuringiensis Cry3Aa and Cry3Bb toxicities to coleopteran larvae
by a toxin-binding fragment of an insect cadherin, Appl. Environ. Microbiol. 75. 3086-3092.
Adang, M. J. et al. 2008. Peptides for inhibiting insects with an insect cadherin ectodomain.
U.S. Patent 7,396,813.
Adang, M., Kemp, J.D. and Firoozabady, E. 2008. Insect resistant cotton plants. U.S.
Patent 7,345,229
Griffitts, J.S., Haslam, S.M., Yang, T., Garczynski, S.F., Mulloy, B., Morris, H., Cremer,
P.S., Dell, A., Adang, M.J., Aroian, R.V. 2005. Glycolipids as receptors for Bacillus
thuringiensis crystal toxin. Science, 307. 922-925.
Synergistic Activities
• 2001 – 2006 Biocontrol Science and Technology
• 1998-curr
Pesticide Biochemistry and Physiology
• 1995-2003
Applied and Environmental Microbiology
18 | Proposal
Attachment B
•
•
•
•
Founder, Chief Scientific Officer, Vice President and Board Member,
InsectiGen, Inc. Athens, GA.
co-Founder and Director, Undergraduate Degree Program in Applied
Biotechnology, University of Georgia, College of Agricultural and
Environmental Scientist
Intellectual Property Expert. Involved in writing over 20 patent
applications. Expert consultant and witness in patent infringement
litigations for major international companies including DowAgrosciences
and Dupont.
Teaching activities includes courses in Biotechnology, and Ethics and
Communication in Biotechnology
5. Expected responsibilities in this program: Dr. Adang will provide a link to the undergraduate
major in Biotechnology and will co-teach Biotechnology BCMB (BTEC, ENTO) 6200.
College of Agriculture and Environmental Science. (3 cr) Applied aspects of biochemistry
and molecular biology, with emphasis on use of recombinant DNA and protein engineering. Dr.
Adang will also mentor student research and group projects as needed. If students enrolled in the
MBB program have already completed this course, there are other courses that will be accepted
(e.g. PBIO/CRSS/BIOL 6500 Introduction to Gene Technology)
W. Dale Greene is Professor in the Warnell School of Forestry & Natural Resources. He is
involved in MBB program development and provides a link to the Master’s in Forest
Resources, exposing students interested in biofuels to training in feedstock sourcing and
use. His research interests are in forest harvesting and biomass opportunities.
1. Education:
1986 Auburn University
Ph.D. Forestry
1983 Virginia Polytechnic Institute and State University
M.S. Forestry
1981 Louisiana State University
B.S. Forestry
Fall semester, two sections of FORS 5720/7720 - one at Georgia and one at Clemson, each 3
hr class and a Freshman Seminar (1 hr). Spring semester, Senior Project (4 hrs but split
between 3 instructors), FANR 1100 - 3 hr, and Biomass Seminar - 1 hr (split with another 13faculty). Maymester, teach 1/3 of our Maymester field course (4 hr).
Dr. Greene’s role in the new Master’s MBB program will involve having students take his
existing courses but that would not increase Dr. Greene’s workload. Students may also
participate in research and group projects under Dr. Greene’s direction.
19 | Proposal
Attachment B
Refereed Publications:
0B
Reddish, R.P., S.A.Baker, and W.D.Greene. (in review). Improving log trucking efficiency
by using in woods scales. Southern Journal of Applied Forestry.
Das, K.C., K. Singh, B. Bibens, R. Hilten, S. Baker, W.D. Greene, and J.D. Peterson. (in
review) Pyrolysis characteristics of forest residues obtained from different harvesting
methods. Applied Engineering in Agriculture. (submitted December 2009)
Cass, R.D., S.A. Baker, and W.D. Greene. (in press) Costs and productivity impacts of
roduct sorting on conventional ground-based timber harvesting operations. Forest Products
Journal (accepted October 2009)
Hamsley, A.K, W.D. Greene, S.A. Baker, and G.E. Murphy. (in press) Individual stem
value recovery of modified and conventional tree-length systems in the southeastern United
States. International Journal of Forest Engineering (accepted October 2009)
Baker, S.A., M.D. Weststbrook, Jr., and W.D. Greene. 2010. Evaluation of integrated
harvesting systems in pine stands of the southern United States. Biomass & Bioenergy.
DOI:10.1016/j.biombioe.2010.01.014
Hamsley, A.K, W.D. Greene, and S.A. Baker. 2009. Comparison of value harvested by
modified and conventional tree-length systems in the southeastern United States. Forest
Products Journal 59(4): 29-34.
Baker, S.A. and W.D. Greene. 2008. Changes in Georgia’s Logging Workforce, 19872007. Southern Journal of Applied Forestry 32(2): 60-68.
Westbrook, M.D., Jr., W.D. Greene, and R.L. Izlar. 2007. Utilizing forest biomass by
adding a small chipper to a tree-length southern pine harvesting operation. Southern Journal
of Applied Forestry 31(4): 165-169.
Greene, W.D. S.A. Baker, and T. Lowrimore. 2007. Analysis of Log Hauling Vehicle
Accidents in the State of Georgia, USA, 1988-2004. International Journal of Forest
Engineering 18(2): 52-57.
1B
Hamsley, A.K., W.D. Greene, J.P. Siry, and B.C. Mendell. 2007. Improving timber
trucking performance by reducing variability of log truck weights. Southern Journal of
Applied Forestry 31(1): 12-16.
Egan, A.F., W.D. Greene, N. deHoop, J.H. Mayo. 2006. Unused logging production
capacity in northern New England, USA. International Journal of Forest Engineering 17(1):
31-38.
Siry, J.P., W.D. Greene, T.G. Harris, Jr., R.L. Izlar, A.K. Hamsley, K. Eason, T. Tye, S.S.
Baldwin, and C. Hyldahl. 2006. Wood supply chain efficiency and fiber cost – What can we
do better? Forest Products Journal 56(10): 4-10.
20 | Proposal
Attachment B
Conradie, I.P., W.D. Greene, J.F. Cox, G.E. Murphy. 2005. Applying the Thinking Process
of the Theory of Constraints: An exploratory research methodology to evaluate the lack of
use of cut-to-length harvesting systems in the southeastern USA. Journal of Forest Products
Business Research 2(1).
Greene, W.D., J.H. Mayo, C.F. deHoop, and A.F. Egan. 2004. Causes and costs of unused
logging capacity in the southern USA and Maine. Forest Products Journal 54(5): 29-37.
Conradie, I.P., W.D. Greene, and M.L. Clutter. 2004. The impact of a mill policy to
discourage overweight log trucks. Southern Journal of App Forestry 28(2): 132-136.
Ulmer, J.R., W.D. Greene, M.L. Clutter, and J.H. Mayo. 2004. Consistency ratings for
assessing the impact of variations in mill demand on logging crew production and cost.
Forest Products Journal 54(7/8): 57-63.
Conradie, I.P., W.D. Greene, and G.E. Murphy. 2004. Value recovery with harvesters in
southeastern USA pine stands. Forest Products Journal 54(12): 80-84.
de Hoop, C.F., A.F. Egan, W.D. Greene and J.H. Mayo. 2004. Are "Preferred Supplier"
Contractors Representative of the Logging Business Community? A Survey Analysis.
Business Research Yearbook. International Academy of Business Disciplines. Radford, VA.
5 pp. ISBN 1-889754-08-0.
Universities:
• 2010 - curr
• 2000 – 2002
• 1996 – 1999
• 1996 – 1997
• 1996 – 1997
• 1995 – 1996
• 1993 – 1997
• 1991 – 1993
• 1991 – 1993
• 1990 – 1993
2B
3B
Meigs Selection Committee
Curriculum Committee
University Council Elected Member
University Council Executive Committee
Faculty Admissions Committee Chairman
Ad-Hoc Enrollment Management Committee
Faculty Admissions Committee
Faculty Affairs Committee
Facilities Committee
University Council Elected Member
Promotion & Tenure:
• 2008 – 2009 University Review Committee Chairman
• 2006 – 2009 University Review Committee
• 1998 – 2001 University Appeals Committee
4B
Warnell Standing Committees:
• 2006 – curr Curriculum Chairman
• 1998 – 2000 Teaching Effectiveness
5B
21 | Proposal
Attachment B
•
•
•
•
1992 – 1995 Lands Chairman
Administrative
Research Coordination & Review
Undergraduate Affairs
Service to the Forestry Community:
• 2008
Council on Forest Engineering National Chairman
• 2007 – 2008 Georgia State Board of Registration for Foresters Chairman
Appointed by Governor Perdue
• 2006 – 2008 Georgia Forestry Foundation Treasurer
• 2004
Georgia State Board of Registration for Foresters Appointed by
Governor Perdue
• 1993 – 2001 Treasurer
• 1993
Council on Forest Engineering National Chairman
• 1992 – curr Georgia Forestry Association Board of Directors
• 1990
Council on Forest Engineering Southern Chairman
5. Expected responsibilities in this program: Dr. Greene’s role in the new Master’s MBB
program will involve having students take his existing courses but that would not increase
Dr. Greene’s workload. Students may also participate in research and group projects under
Dr. Greene’s direction.
Paul Brooks is Assistant Dean for Non-Traditional Education and Outreach at the College
of Pharmacy. He runs programs in Regulatory Affairs. He is involved in MBB development
and provides a link for SMP students interested in pharmaceutical biomanufacturing to
relevant courses and will assist with developing non-traditional training programs.
1. Education:
1987 Mercer University Southern School of Pharmacy
Doctor of Pharmacy
2010 Institute of Higher Education, University of Georgia
Ed.D. (anticipated completion date)
Administrative oversight of UGA’s college of pharmacy outreach education and external
degree programs. Units include: The Office of Postgraduate Continuing Education and
Outreach, The Office of Regulatory Affairs & Clinical Trials Graduate Education Programs;
The Nontraditional Doctor of Pharmacy Pathway Program and other units including,
Instructional Technology Modalities, Biomedical Continuing Education and Strategic
Planning; Educational outreach programs that extend to the University, community, and state
initiatives on health maintenance and the treatment of disease. Graduate Coordinator for
Pharmaceutical & Biomedical Regulatory Affairs and faculty of record for PHAR 5200, 5210,
5220, 6800, 6900, 7000, 7300 and PHRM 4800.
22 | Proposal
Attachment B
Dr. Brooks will assist in distance learning application, administration, design, and utilization of
existing regulatory affairs curricula for this new degree program designed for working
professionals. These are administrative responsibilities for which Dr. Brooks is currently
involved and therefore, will not adversely impact his current workload.
3. Scholarship & publication record for past five years.
McDuffie CM, Brooks PJ. Awarded in 2007, $12,000 grant from University of Georgia
Learning Technologies Grant to make video recordings of class lectures available for
download on computers and iPods for on-demand viewing.
Tackett RL., Perri M., McDuffie C, Brooks PJ. Awarded in 2007, $396,000 (2-year) from
The Attorney General Consumer and Prescriber Education Grant Program for a two-year
study on prescriber education for health care professionals about pharmaceutical industry
marketing practices.
Brooks, PJ. Awarded in 2006, $192,140 (2-year) grant from Board of Regent’s Intellectual
Capital Partnership Program (ICAPP) for development and operation of a Graduate Certificate
in Clinical Trials Design and Management.
Brooks PJ, Hodges JL. Awarded in 2006, $15,000 sub-contract from UGA Institute of
Gerontology from U.S. Department of Health and Human Services grant to develop a plan and
web-delivery of continuing education of geriatric practitioners.
•
•
•
•
2010 – curr
2008 – curr
2006 – curr
2002 – curr
•
2001 – curr
UGA Provost’s Committee on Distance Learning Education
President’s Council for SACS reaccreditation
University of Georgia College of Pharmacy: Curriculum Committee
University of Georgia College of Pharmacy: Dean’s Administrative
Council
University of Georgia College of Pharmacy: Executive Committee
5. Expected responsibilities in this program:
Dr. Brooks will assist in distance learning application, administration, design, and utilization of
existing regulatory affairs curricula for this new degree program designed for working
professionals.
Anthony C. Capomacchia is Associate Professor in Pharmaceutical and Biomedical
Sciences. He has significant administrative experience in graduate student and minority
student recruitment, funding and retention in conjunction with the Sloan Foundation. Dr
Capomacchia will be on the MBB recruiting and admissions committee.
1. Education:
1976 University of Florida Ph.D Pharmacy
23 | Proposal
Attachment B
1969 University of Florida BS Pharmacy/Chemistry
2. Current workload for typical semester :
Fall - PHRM 4120 Pharmaceutics Skills lab I: 20 hours face-to-face contact every other
week; preparation time 5 hours every other week. Average semester hour workload is about
188 hours prep time
Fall PHRM 8020 Introduction to Pharmaceutical Science: 2 hours + 5 hours prep: Average
semester workload 7 hours.
Spring - PHRM 4130 Pharmaceutics Skills Lab II: 20 hours face-to-face contact every other
week; preparation time 5 hours every other week. Average semester hour workload is about
188 hours.
Publications (in reverse chronological order):
X. Yuan and AC Capomacchia, “Physicochemical Studies of the Binary Eutectic of
Ibuprofen and Ketoprofen for Enhanced Transdermal Drug Delivery”, accepted, Drug
Development and Industrial Pharmacy, February, 2010.
S.T. Garner, B. Israel, M. Thakare, P. Azadi, H. Ahmed, J.W. Beach, and AC Capomacchia,
“Glucosamine/NSAID Mutual Prodrug Synthesis and Transdermal Permeation”, Drug
Development and Industrial Pharmacy, under revision December 2009.
Jarrod W. Collier, Mohan Thakare, Solomon T. Garner, Bridg’ette Israel, Hisham Ahmed,
Saundra Granade, Deborah L. Strong, James C. Price, and AC Capomacchia, “Accelerated
dissolution testing for controlled release microspheres using the flow-through dissolution
apparatus”, Pharmaceutical Development and Technology, 14 (1), 9 – 17, 2009.
AC. Capomacchia, Solomon T. Garner, J. Warren Beach, “Glucosamime and
Glucosamine/Anti-Inflamatory Mutual Prodrugs, Compositions, and Methods”, US Patent
Application Publication No.: US2008/0020997 A1, January 24, 2008.
Wooley, R., Ritchie, B., Capomacchia, A.C., “Methods and Compositions for Promoting
Wound Healing”, US Patent Application Publication No.: US2007/0003508 A1, January 4,
2007.
Solomon Garner, Bridg’ette Johnson-Israel, Trina Abney, Parastoo Azadi, and AC
Capomacchia, “Preliminary studies on transdermal permeability of N-acetyl-glucosamine
(NAG): a glucosamine metabolite, Pharmaceutical Development and Technology, 12:169 174, 2007.
24 | Proposal
Attachment B
Anthony C. Capomacchia, Solomon T. Garner, J. Warren Beach, “Glucosamime and
Glucosamine/Anti-Inflamatory Mutual Prodrugs, Compositions, and Methods” World
Intellectual Property Organization, International Publication Number WO2005/116086 A2, 8
December 2005.
Xudong Yuan and AC Capomacchia, “The Binary Eutectic of NSAIDs and Two Phase
Liquid System for Enhanced Membrane Permeation”; Pharmaceutical Develop
ment and Techonology, 1:1-10, 2005.
Pending Patent Applications
AC Capomacchia, ST Garner, JW Beach, National Stage Mexican Patent
Application,“Glucosamine and glucosamine/anti inflammatory mutual prodrugs,
compositions, and methods”, filed 12 October 2006.
BW Ritchie, AC Capomacchia, RE Wooley, International Patent Application (Application
No. PCT/US2006/025788) for “Methods and Compositions for Promoting Wound Healing”
filed June 29, 2006.
AC Capomacchia, ST Garner, JW Beach, International Patent Application No.
PCT/US2005/011739) “Glucosamine and glucosamine/anti inflammatory mutual prodrugs,
compositions, and methods”, filed April 7, 2005.
BW Ritchie, AC Capomacchia, RE Wooley, US Patent Application No. 11/173,824 for
“Methods and Compositions for Wound Healing”, July 1, 2005; this application claims
priority from US Patent Application No. 10/812,668, filed March 30, 2004, which is a
continuation in part of US Patent Application No. 10/739,841, filed December 18, 2003,
which is a continuation in part of Patent Application No. 09/955,657, filed September 18,
2001, which claims the benefit of US Provisional patent 60/234,375, filed September 20
,2000, and US Provisional Application No.60/435,413 filed December 19, 2002.
AC Capomacchia, ST Garner, JW Beach, US Patent application 235.00560201,
“Glucosamine and glucosamine/anti‐inflammatory mutual prodrugs, compositions, and
methods”, 7 April 2005.
4. Professional Activity:
•
Multicultural Graduate Program Development/Maintenance:
•
Developed and maintain the largest funded STEM (science, technology, engineering,
mathematics) minority graduate student program at UGA; funded by the Alfred P.
Sloan Foundation (APSF), NIH-NIGMS: UGA-NCAT Bridges to the Doctorate
program, UGA Graduate School, and the department.
Program annual recruitment travel: GA, SC, AL, NC, VA, and TN;
182
auto trips to various HBCUs. The program enjoys a ninety-seven percent retention
25 | Proposal
Attachment B
rate (34/35 students). Currently there are 8 students in the program; 5 more are poised
to enter.
5. Expected responsibilities:
Dr. Capomacchia will actively recruit students into the program through visits to regional
institutions and attendance at regional graduate fairs and will participate in mentoring
students accepted into the program with emphasis on retaining and graduating all students
accepted into the program.
Mark Eiteman is Professor of Engineering with research interests in metabolic engineering
and fermentation technology for fuels and chemicals. He is director of the Master’s in
Biological Engineering in the College of Agriculture and Environmental Sciences. He will
be on the MBB curriculum committee and provides a link for students interested in
engineering aspects of biomanufacturing to relevant courses.
1. Education:
1991 University of Virginia
1988 University of Virginia
1986 Virginia Tech
Ph.D. Chemical Engineering
M.S. Chemical Engineering
B.S. Chemical Engineering
ENGR 3520, Mass Transport and Rate Phenomena, 3 h (fall semester)
ENGR 4510/6510, Biochemical Engineering, 3 h (spring semester)
ENGR 4520/6520, Biochemical Separation Processes, 3 h (fall semester)
BCHE 2910, Introduction to Biochemical Engineering Design, 2 h (fall semester)
BCHE 3180, Engineering Laboratory III, 2 h (instruct one or two 3 week labs)
BCHE 4XXX, Biochemical Engineering Laboratory, 2 h (spring semester; instruct one or
two 3 week labs)
My instructional responsibilities will not be impacted by the addition of this program.
3. Scholarship and publication record for last five years:
E. Altman, M. A. Eiteman, "The Potential for Using Escherichia coli and Other Organisms
to Produce Recombinant Ingredients for the Cosmetic Industry," in Microorganisms and
Cosmetics, Anthony O'Lenick Jr. (ed.) Allured Books, Carol Stream, IL, pp. 385-394, 2009.
Y. Zhu, M. A. Eiteman, S. A. Lee, E. Altman, “Conversion of glycerol to pyruvate by
Escherichia coli using acetate- and acetate/glucose-limited fed-batch processes,” Journal of
Industrial Microbiology and Biotechnology, (2010).
S. Lu, M. A. Eiteman, E. Altman, “Effect of Flue Gas Components on Succinate Production
and CO2 Fixation by Metabolically Engineered Escherichia coli,” World Journal of
Microbiology and Biotechnology, (2009) doi:10.1007/s11274-009-0185-1
26 | Proposal
Attachment B
S. Lu, M. A. Eiteman, E. Altman, “Effect of CO2 on Succinate Production in Dual-Phase
Escherichia coli Fermentations,” Journal of Biotechnology, 143:213-223 (2009) doi:
10.1016/j.jbiotec.2009.07.012
S. Lu, M. A. Eiteman, E. Altman, “pH and Base Counterion Affect Succinate Production in
Dual-Phase Escherichia coli Fermentations,” Journal of Industrial Microbiology and
Biotechnology, 36:1101-1109 (2009) doi: 10.1007/s10295-009-0594-z
A. Singer, M. A. Eiteman, E. Altman, “DNA Plasmid Production in Different Host Strains
of Escherichia coli,” Journal of Industrial Microbiology and Biotechnology, 36:521-530
(2009) doi: 10.1007/s10295-008-0522-7
M. A. Eiteman, S. A. Lee, R. Altman, E. Altman, “A Substrate-Selective Co-Fermentation
Strategy with Escherichia coli Produces Lactate by Simultaneously Consuming Xylose and
Glucose,” Biotechnology and Bioengineering, 102(3):822-827 (2009) doi: 10.1002/bit.22103
Y. Zhu, M. A. Eiteman, R. Altman, E. Altman, “High Glycolytic Flux Improves Pyruvate
Production by a Metabolically Engineered Escherichia coli Strain,” Applied and
Environmental Microbiology, 74(21):6649-6655 (2008) doi: 10.1128/AEM.01610-08
Y. Zhu, M. A. Eiteman, E. Altman, “Indirect Monitoring of Acetate Exhaustion and Cell
Recycle Improve Lactate Production by Non-Growing Escherichia coli,” Biotechnology
Letters, 30:1943-1946 (2008) doi: 10.1007/s10529-008-9775-5
M. A. Eiteman, S. A. Lee, E. Altman, “A Co-Fermentation Strategy to Consume Sugar
Mixtures Effectively,” Journal of Biological Engineering, 2:3 (2008) doi: 10.1186/175-16112-3
G. Lee, R. N. Carrow, R. R. Duncan, M. A. Eiteman, M. W. Rieger, “Synthesis of Organic
Osmolytes and Salt Tolerance Mechanisms in Paspalum vaginatum,” Environmental and
Experimental Botany, 63:19-27 (2008) doi: 10.1016/j.envexpbot.2007.10.009
S. K. Brandon, M. A. Eiteman, K. Patel, M. M. Richbourg, D. J. Miller, William F.
Anderson, J. D. Peterson, “Hydrolysis of Tifton 85 Bermudagrass in a Pressurized Batch Hot
Water Reactor,” Journal of Chemical Technology and Biotechnology, 83:505-512 (2008) doi:
10.1002/jctb.1824
G. N. Vemuri, M. A. Eiteman, J. E. McEwen, L. Olsson, J. Nielsen, “Increasing NADH
Oxidation Reduces Overflow Metabolism in Saccharomyces cerevisiae,” Proceedings of the
National Academy of Sciences, 104(7), 2402-2407 (2007) doi: 10.1073/pnas.0607469104
Y. Zhu, M. A. Eiteman, K. DeWitt, E. Altman, “Homolactate Fermentation by
Metabolically Engineered Escherichia coli,” Applied and Environmental Microbiology,
73(2), 456-464 (2007) doi: 10.1128/AEM.02022-06
27 | Proposal
Attachment B
M. A. Eiteman, E. Altman, "Overcoming Acetate in Escherichia coli Recombinant Protein
Fermentations," Trends in Biotechnology, 24(11), 530-536 (2006) doi:
10.1016/j.tibtech.2006.09.001
G. M. Smith, S. A. Lee, K. C. Reilly, M. A. Eiteman, E. Altman, “Fed-Batch Two-Phase
Production of Alanine by a Metabolically Engineered Escherichia coli,” Biotechnology
Letters, 28, 1695-1700 (2006) doi: 10.1007/s10529-006-9142-3
G. N. Vemuri, E. Altman, D. P. Sangurdekar, A. B. Khodursky, M. A. Eiteman, “Overflow
Metabolism in Escherichia coli During Steady-State Growth: Transcriptional Regulation and
Effect of the Redox Ratio,” Applied and Environmental Microbiology, 72(5), 3652-3661
(2006) doi: 10.1128/AEM.72.5.3653-3661.2006
G. N. Vemuri, M. A. Eiteman, E. Altman, “Increased Recombinant Protein Production in
Escherichia coli Strains with Overexpressed Water-Forming NADH Oxidase and a Deleted
ArcA Regulatory Protein,” Biotechnology and Bioengineering, 94(3), 538-542 (2006) doi:
10.1002/bit.20853
•
2010
•
•
•
2009
2009
2009
•
2008
•
2007
•
2006
Session Chair, Institute of Biological Engineering Annual Meeting,
Bioprocessing and Natural Products Session, Cambridge,
Massachusetts
Fellow of the Institute of Biological Engineering
Editor-in-Chief, Journal of Biological Engineering
Session Chairman, Institute of Biological Engineering Annual
Meeting, Biofuels Session, Santa Clara, California
Session Chairman, Institute of Biological Engineering Annual
Meeting, Advances in Engineering Microbial Metabolism Session,
Chapel Hill, North Carolina
Session Chairman, Recent Advances in Fermentation Technology
VII, St. Petersburg Beach, Florida
Session Chair, 28th Symposium on Biotechnology for Fuels and
Chemicals, Bioprocessing Research Session, Nashville, Tennessee
Dr. Eiteman will help develop courses in Biochemical Engineering and will assist in the
curriculum development for additional courses including: Industrial Microbiology and
Biotechnology, Process Development and Optimization, and Fermentation Engineering. Dr.
Eiteman will serve on the curriculum committee and will help provide a bridge to undergraduate
engineering majors.
Ralph Tripp is Professor and Georgia Research Alliance (GRA) Chair of Animal Health
Vaccine Development in the College of Veterinary Medicine, and a GRA eminent scholar.
He has biopharmaceutical company affiliations, and is founder of Argent Diagnostics, Inc.
As a GRA eminent scholar program he works on federal relations and emphasizes transfer
28 | Proposal
Attachment B
of technology from research to commercialization. He will be on the MBB curriculum
committee.
1. Education:
1989 Oregon State University
1984 Franklin Pierce College
Ph.D. Immunology
B.A. Microbiology
•
100% research appointment with guest lectures in
IDIS 8590: Disease Intervention Strategies Journal Club; direct
IDIS 8591: Advanced Concepts of Virology; 2 guest lecture/semester
CBIO 8100: Advanced Immunology; I guest lecture/semester
Gateway Seminar Series; guest lecture
Postgraduate Mentoring (since 2004)
Post-Doctoral Fellows in Laboratory:
Jeremy Driskell; Christine Henderson; Jennifer Harcourt, UGA/CDC, Sunny Liu; Abhijeet
Bakre; Yan Zhen; Jenna Dare, UGA/CDC, Patricia Bosso, Shanna Siegel, Rene Alvarez,
Sarachandra Shandmukh
Research Associates in Laboratory:
Leslie Jones, UGA; Debra Haas, UGA; Abhijeet Bakre, UGA; Paula Brooks, UGA; Jackelyn
Crabtree, UGA; Geraldine Saavedra, UGA; Rene Alvarez, Alnylam Pharmaceuticals;
Jennifer Humberd, UGA; Jamie Barber; UGA; Xiuzhen Yan, UGA.
Technicians:
Justin Abell, UGA; Thomas Poore, UGA; Bessie Wu, UGA/Emory Univ.; JunXuie Fu,
UGA; Jess Neil, UGA; Raydel Maier, UGA; Carla Sturkie; UGA; Derek Wiliams
Undergraduate Mentoring (since 2004)
Georgia Veterinary Scholars Program (GVSP):
John Glidewell, Samantha Shields, Tammy Powell, Yandace Brown, Kamisi Campbell,
Koren Moore
Summer Undergraduate Research Program (SURP):
Okwudinanka Igwe, Whitney Ellis, Bridgett Heath, Jenny Franks, Ria McCoy, Nikita
Shemsko,
Center for Undergraduate Research Opportunities (CURO):
Craig Hayes, Jennifer Werner, Joseph Rimando, Lindsey Carter, Patricia Mitchell, Jonathan
Keegan, Sonja Pandit, Karen Cureton, Jess Neil, Erica Shantha
Franklin Pierce Advantage Program:
Ben Goudreau, Liesel Bauer, Craig Weeks, Colleen Goss
Peach State Louis Stokes Alliance for Minority Participation (PSLAMP):
Ashley Jackson
ORISE Program with the CDC: Shannon Brown
29 | Proposal
Attachment B
3. Scholarship and publications record for past five years:
Vaccination to induce antibodies blocking the CX3C-CX3CR1 interaction of respiratory
syncytial virus G protein reduces pulmonary inflammation and virus replication in mice.
Zhang W, Choi Y, Haynes LM, Harcourt JL, Anderson LJ, Jones LP, Tripp RA. J Virol.
2010 Jan;84(2):1148-57.
Quantitative surface-enhanced Raman spectroscopy based analysis of microRNA mixtures.
Driskell JD, Primera-Pedrozo OM, Dluhy RA, Zhao Y, Tripp RA. Appl Spectrosc. 2009
Potent high-affinity antibodies for treatment and prophylaxis of respiratory syncytial virus
derived from B cells of infected patients. Collarini EJ, Lee FE, Foord O, Park M, Sperinde G,
Wu H, Harriman WD, Carroll SF, Ellsworth SL, Anderson LJ, Tripp RA, Walsh EE, Keyt
BA, Kauvar LM. J Immunol. 2009 Nov 15;183(10):6338-45.
Animal models for evaluation of influenza vaccines. Tripp RA, Tompkins SM. Curr Top
Microbiol Immunol. 2009;333:397-412.
Replication and pathogenesis associated with H5N1, H5N2, and H5N3 low-pathogenic avian
influenza virus infection in chickens and ducks. Mundt E, Gay L, Jones L, Saavedra G,
Tompkins SM, Tripp RA. Arch Virol. 2009;154(8):1241-8.
Fabrication and characterization of a multiwell array SERS chip with biological applications.
Abell JL, Driskell JD, Dluhy RA, Tripp RA, Zhao YP. Biosens Bioelectron. 2009 Aug
15;24(12):3663-70.
Therapeutic monoclonal antibody treatment targeting respiratory syncytial virus (RSV) G
protein mediates viral clearance and reduces the pathogenesis of RSV infection in BALB/c
mice. Haynes LM, Caidi H, Radu GU, Miao C, Harcourt JL, Tripp RA, Anderson LJ. J
Infect Dis. 2009 Aug 1;200(3):439-47.
RNA interference-mediated silencing of the respiratory syncytial virus nucleocapsid defines
a potent antiviral strategy. Alvarez R, Elbashir S, Borland T, Toudjarska I, Hadwiger P, John
M, Roehl I, Morskaya SS, Martinello R, Kahn J, Van Ranst M, Tripp RA, DeVincenzo JP,
Pandey R, Maier M, Nechev L, Manoharan M, Kotelianski V, Meyers R. Antimicrob Agents
Chemother. 2009 Sep;53(9):3952-62.
Therapeutic applications of RNAi for silencing virus replication. Tripp RA, Tompkins SM.
Methods Mol Biol. 2009;555:43-61
Respiratory syncytial virus proteins modulate suppressors of cytokine signaling 1 and 3 and
the type I interferon response to infection by a toll-like receptor pathway. Oshansky CM,
Krunkosky TM, Barber J, Jones LP, Tripp RA. Viral Immunol. 2009 Jun;22(3):147-61.
30 | Proposal
Attachment B
Human metapneumovirus establishes persistent infection in the lungs of mice and is
reactivated by glucocorticoid treatment. Liu Y, Haas DL, Poore S, Isakovic S, Gahan M,
Mahalingam S, Fu ZF, Tripp RA. J Virol. 2009 Jul;83(13):6837-48.
The host response and molecular pathogenesis associated with respiratory syncytial virus
infection. Oshansky CM, Zhang W, Moore E, Tripp RA. Future Microbiol. 2009 Apr;4:27997.
Treatment with respiratory syncytial virus G glycoprotein monoclonal antibody or F(ab')2
components mediates reduced pulmonary inflammation in mice. Miao C, Radu GU, Caidi H,
Tripp RA, Anderson LJ, Haynes LM. J Gen Virol. 2009 May;90(Pt 5):1119-23.
Respiratory syncytial virus activates innate immunity through Toll-like receptor 2. Murawski
MR, Bowen GN, Cerny AM, Anderson LJ, Haynes LM, Tripp RA, Kurt-Jones EA, Finberg
RW. J Virol. 2009 Feb;83(3):1492-500.
Respiratory syncytial virus (RSV) attachment and nonstructural proteins modify the type I
interferon response associated with suppressor of cytokine signaling (SOCS) proteins and
IFN-stimulated gene-15 (ISG15). Moore EC, Barber J, Tripp RA. Virol J. 2008 Oct
13;5:116
RNA interference inhibits respiratory syncytial virus replication and disease pathogenesis
without inhibiting priming of the memory immune response. Zhang W, Tripp RA. J Virol.
2008 Dec;82(24):12221-31.
Rapid microRNA (miRNA) detection and classification via surface-enhanced Raman
spectroscopy (SERS). Driskell JD, Seto AG, Jones LP, Jokela S, Dluhy RA, Zhao YP, Tripp
RA. Biosens Bioelectron. 2008 Dec 1;24(4):923-8.
Molecular and cellular mechanisms in the viral exacerbation of asthma. Tauro S, Su YC,
Thomas S, Schwarze J, Matthaei KI, Townsend D, Simson L, Tripp RA, Mahalingam S.
Microbes Infect. 2008 Jul;10(9):1014-23.
Recombinant vaccines for influenza virus. Tripp RA, Tompkins SM. Curr Opin Investig
Drugs. 2008 Aug;9(8):836-45.
Identification and classification of respiratory syncytial virus (RSV) strains by surfaceenhanced Raman spectroscopy and multivariate statistical techniques. Shanmukh S, Jones L,
Zhao YP, Driskell JD, Tripp RA, Dluhy RA. Anal Bioanal Chem. 2008 Mar;390(6):1551-5.
Serum mannose-binding lectin levels are linked with respiratory syncytial virus (RSV)
disease. Ribeiro LZ, Tripp RA, Rossi LM, Palma PV, Yokosawa J, Mantese OC, Oliveira
TF, Nepomuceno LL, Queiróz DA. J Clin Immunol. 2008 Mar;28(2):166-73.
Bioconjugated nanoparticle detection of respiratory syncytial virus infection. Tripp RA,
Alvarez R, Anderson B, Jones L, Weeks C, Chen W. Int J Nanomedicine. 2007;2(1):117-24.
31 | Proposal
Attachment B
An in vitro model of the leukocyte interactions associated with granuloma formation in
Mycobacterium tuberculosis infection. Birkness KA, Guarner J, Sable SB, Tripp RA, Kellar
KL, Bartlett J, Quinn FD. Immunol Cell Biol. 2007 Feb-Mar;85(2):160-8.
Rapid and sensitive detection of respiratory virus molecular signatures using a silver nanorod
array SERS substrate. Shanmukh S, Jones L, Driskell J, Zhao Y, Dluhy R, Tripp RA. Nano
Lett. 2006 Nov;6(11):2630-6.
Counting single native biomolecules and intact viruses with color-coded nanoparticles.
Agrawal A, Zhang C, Byassee T, Tripp RA, Nie S. Anal Chem. 2006 Feb 15;78(4):1061-70.
Respiratory syncytial virus G protein and G protein CX3C motif adversely affect CX3CR1+
T cell responses. Harcourt J, Alvarez R, Jones LP, Henderson C, Anderson LJ, Tripp RA. J
Immunol. 2006 Feb 1;176(3):1600-8.
Respiratory syncytial virus (RSV) infects neuronal cells and processes that innervate the lung
by a process involving RSV G protein. Li XQ, Fu ZF, Alvarez R, Henderson C, Tripp RA. J
Virol. 2006 Jan;80(1):537-40.
Perspective on the host response to human metapneumovirus infection: what can we learn
from respiratory syncytial virus infections? Mahalingam S, Schwarze J, Zaid A, Nissen M,
Sloots T, Tauro S, Storer J, Alvarez R, Tripp RA. Microbes Infect. 2006 Jan;8(1):285-93.
Cytokines and respiratory syncytial virus infection. Tripp RA, Oshansky C, Alvarez R. Proc
Am Thorac Soc. 2005;2(2):147-9.
Real-time detection of virus particles and viral protein expression with two-color
nanoparticle probes. Agrawal A, Tripp RA, Anderson LJ, Nie S. J Virol. 2005
Jul;79(13):8625-8.
Monoclonal antibodies to SARS-associated coronavirus (SARS-CoV): identification of
neutralizing and antibodies reactive to S, N, M and E viral proteins. Tripp RA, Haynes LM,
Moore D, Anderson B, Tamin A, Harcourt BH, Jones LP, Yilla M, Babcock GJ, Greenough
T, Ambrosino DM, Alvarez R, Callaway J, Cavitt S, Kamrud K, Alterson H, Smith J,
Harcourt JL, Miao C, Razdan R, Comer JA, Rollin PE, Ksiazek TG, Sanchez A, Rota PA,
Bellini WJ, Anderson LJ. J Virol Methods. 2005 Sep;128(1-2):21-8.
The immune response to human metapneumovirus is associated with aberrant immunity and
impaired virus clearance in BALB/c mice. Alvarez R, Tripp RA. J Virol. 2005
May;79(10):5971-8.
Editorial Boards/Committees/Memberships:
• 2010 – curr Academic Editor, PLos ONE
• 2006 – curr Scientific Advisory Boards: Aerovectrx, Argent Diagnostics;
Consultant: Dharmacon/ThermoFisher, Trellis Biosciences, Alnylam
Pharmaceuticals
32 | Proposal
Attachment B
•
2003 – curr
• 1998 – curr
• 1998 – curr
UGA Biomedical and Health Sciences Institute, UGA nanoscale Science
and Engineering Center, UGA Toxicology, American Association of
Immunologists, American Society for Virology, American Society for
Microbiology, Federation of American Societies for Experimental
Biology, American Association for the Advancement of Science,
Executive Board of the Faculty of Infectious Diseases
NIH study section reviewer: Ad hoc: Immunity and Host Defense, Drug
Discovery Review, Therapeutics Biodefense, Cooperative Research
Partnerships for Biodefense and Emerging Infectious Diseases, Chemical
& Biological Defense Program, Immunotherapeutics, Biosensors, Special
Emphasis Panels (PO1, SO1), ARRA Grants, VIRA,
International: UK Action Research Project Grants, Australian NHMRC
Project Grants, National Vaccine Program Office, Wellcome Trust,
Ontario Food Safety Research Program, DEFRA, United Kingdom,
Science Foundation Ireland, US/Israel Binational Science Foundation
Associate Editor: Cellular Immunology, Virology;
Ad hoc reviewer: American Thoracic Society, Blood, Journal of
Immunology, Journal of Immunologic Methods, Journal of Virology,
Nature, Nature Immunology, Journal of General Virology, Virology, Virus
Research, Archives of Virology, Pediatric Infectious Diseases, Clinical
Infectious Diseases, Journal of Infectious Diseases, Vaccine, Cellular
Microbiology, Clinical Infectious Diseases, Emerging Infectious Diseases,
American Journal of Respiratory Cell and Molecular Biology, Cytokine,
Microbes and Infection, Pharmacology, Nanomedicine, Expert Review of
Anti-infective Therapy, Expert Reviews of Vaccines, ACS Nano,
NanoLetters, Virus Genes
5. Expected responsibilities in this program: Dr. Tripp will provide input for curriculum
development and will serve on the curriculum committee. He will also develop and coordinate a
course on Mammalian cell culture principles and methods that will be offered as an elective in
Track Three: Pharmaceutical.
William Lanzilotta is Associate Professor of Biochemistry & Molecular Biology with
research expertise in protein structure and function. He has industrial biotechnology
experience and several commercial collaborations. He will be on the MBB curriculum
committee.
1. Education:
1998 Utah State University
1994 Fort Lewis College
Ph.D. Biochemistry
B.A. Chemistry
Dr. Lanzilotta currently teaches 1/2 BCMB 8010, 1/3 BCMB 8110, 1/3 BCMB 8180, and ¼
CHEM 8220, four undergraduate students in BCMB 4960 (independent research) and three
graduate students. Average one full class per year as traditional class/contact hours, not
including research students. Dr. Lanzilotta also serves as one of the departmental advisors
and typically advise about 40 BCMB undergraduates per semester.
33 | Proposal
Attachment B
It is anticipated that my instructional duties associated with this proposal will fit
synergistically within existing research programs and classes focused on pathway
engineering and enzyme production. This would be primarily at the graduate level.
3. Scholarship and publication record for the past five years:
Medlock, A. E., Carter, M. Dailey, T. A., Dailey, H. A., Lanzilotta, W. N. Product Release
Rather than Chelation Determines Metal Specificity for Ferrochelatase. (2009) Journal of
Molecular Biology 393(2), 308-319.
Medlock, A., Dailey, T. A., Ross, T. A., Dailey, H. A., and Lanzilotta, W. N. A pi-Helix
Selective for Porphyrin Deprotonation and Product release in Human Ferrochelatase (2007)
Journal of Molecular Biology 373(4) 1006-1016
Medlock, Amy; Swartz, Larkin; Dailey, Tamara A.; Dailey, Harry A.; Lanzilotta, William
N. (2007). Substrate interactions with human ferrochelatase. P.N.A.S. 104(6) 1789-1793
Swartz, L., Kuchinskas, M., Li, Huiing, Poulos, T. L., and Lanzilotta, W. N. (2006) RedoxDependent Structural Changes in the Azotobacter vinelandii Bacterioferritin: New Insights
Into the Ferroxidase and Iron Transport Mechanism. Biochemistry 45(14) 4421-4428
Iyer, R. A., Silaghi-Dumitrescu, S., Kurtz, D. M., and Lanzilotta, W. N. (2005) Highresolution crystal structures of Desulfovibrio vulgaris (Hildenborough) nigerythrin: facile,
redox-dependent iron movement, domain interface variability, and peroxidase activity in the
rubrerythrins. J. Bio. Inorganic. Chem. 10(4) 407-416
Silaghi-Dumitrescu, R., Kurtz, D. M., Ljungdahl, L. J., and Lanzilotta, W. N. (2005) X-ray
Crystal Structures of Moorella thermoacetica FprA. Novel Diiron Site Structure and
Mechanistic Insights into a Scavenging Nitric Oxide Reductase Biochemistry 44(17)
6492-6501
•
2010
•
•
•
2009
2009
2008
•
2008
•
•
•
•
2006
2006
2005
2005
Discussion Leader at the Gordon Research Conference on the “Chemistry and
Biology of Tetrapyrroles”
NSF Panel member, SBIR – Biofuels Processing (BC) Panel
Ad Hoc NSF panel Member, MCB Panel
speaker, Gordon Research Conference; “Tetrapyrroles, The Chemistry and
biology of”
Heart Association Reviewer, Region II Basic Cell & Molecular Biology 1 Peer
Review Committee
NIH Special emphasis panel, SBIR / STTR – Chemistry and Biophysics
Invited Speaker, Utah State University
Invited Speaker, University of Kentucky, Department of Chemistry
Invited Speaker, Virginia Polytechnic Institute and State University, Department
of Biochemistry
34 | Proposal
Attachment B
•
•
2005 – curr
2004 – curr
Reviewer, JBIC
Panel Member, SBIR – Biotechnology (BT) Panel
Dr. Lanzilotta will co-teach a practical course on metabolic pathway engineering and will help to
supervise graduate student's progression through the program as a thesis advisor (P.I.).
Outstanding programs of this nature in other institutions
List three outstanding programs of this nature in the country, giving location name, and
telephone number of official responsible for each program. Indicate features that make these
programs stand out. When available, append descriptive literature of the outstanding program.
Indicate what aspects of these outstanding programs, if any, will be included in your program.
A brief background describing the Professional Science Master’s Program approach and number
of programs is presented to inform the reader of the intent of our new major. Although we are
not specifically requesting to start a new type of degree program (i.e. Professional Science
Master’s as compared to a traditional Master’s degree), we are modeling the proposed program
after the guidelines set by the National Professional Science Master’s Association
(www.npsma.org). In these types of programs, some universities call the program a Professional
Science Master’s degree and some use the more traditional designation of Master of Science or
Master of Bioscience. A list of resources for more information is provided below and three
examples of programs are presented. The closest match to the type of program we envision is
the Master of Bioscience (MBS) with a Bioprocessing focus at the Keck Graduate Institute of
Applied Life Sciences. A second very new program just launched this year is the University of
Illinois Professional Science Master’s (PSM) program in Bioenergy. The third program with
some overlap with our proposed new focus area is the PSM degree in Microbial Biotechnology
at North Carolina State University. NCSU’s program lists aligning NCSU’s academic goals with
the goals of corporations in biotechnology and pharmaceutical sectors as their primary mission.
H
H
Resources for more information
Organizations and Initiatives
• Council of Graduate Schools - ScienceMasters.com
• National Professional Science Master’s Association
• National Association of System Heads (NASH) PSM Initiative
Selected Publications
• A master's degree with a business spin gains popularity. Nature Medicine 15, 465
(2009), doi:10.1038/nm0509-465. (Access using this link may be restricted.)
• AAAS: The New Masters of Science. Science News, Magazine of the Society for
Science and the Public.
• Professional Science Master's is 21st century MBA. Science News, Magazine of the
Society for Science and the Public.
• Promoting Professional Science Master’s Degrees. Inside Higher Ed.
• Taken for Granted: An Alternative to the Ph.D. Track. Science Careers, from the journal
Science / AAAS (10.1126/science.caredit.a0900083).
H
H
H
H
H
H
H
H
H
H
H
H
H
Contact Information
35 | Proposal
Attachment B
H
H
H
H
H
H
H
H
H
H
H
Inventory of pertinent library resources
Indicate--in numbers of volumes and periodicals--available library resources (including basic
reference, bibliographic, and monographic works as well as major journal and serial sets;
include any on-line resources) which are pertinent to the proposed program. How do library
resources compare to those at institutions listed in section 6? What additional library support
must be added to support the proposed program, and what is the plan for acquiring this support?
Library resources coupled with online journal accessibility are sufficient for the program needs.
Student Qualifications
Describe the desired qualifications of the students who will be recruited and admitted to the
proposed program, including ethnic populations that will be targeted.
Students admitted to the program will meet requirements from the Graduate School including the
following:
Bachelor’s degree from a regionally accredited U.S. institution or a comparable
degree from a recognized institution abroad
Grade point average of 3.0 or higher (4.0 scale) for the last 60 hours of undergraduate
work and for any graduate work
Graduate Record Examination (GRE) score
In addition,
International students whose native language is not English must have a TSE score of
at least 50 or a TOEFL Academic Speaking Test (TAST) score of 26 for acceptance.
A TOEFL test without this speaking test component may not be substituted.
MBB student recruitment will begin immediately after approval and funding through
advertisement including web site, targeted advertisement in print and online media, email
distribution to selected undergraduate programs, and at selected conferences. The MBB group
will seek affiliation with the National Professional Science Master’s Association which will
increase visibility. Both majority and minority students will be targeted at UGA and throughout
the State and region by these means. Students will be required to have a background preparation
in one of the STEM disciplines or a closely related field prior to acceptance into the program.
36 | Proposal
Attachment B
The MBB Diversity Coordinatory will work closely with the Office of Diversity and Outreach in
the Graduate School, and with existing UGA minority programs such as the PeachState Louis
Stokes Alliance for Minority Participation and the Alfred P. Sloan Foundation Minority
Graduate Research Program to recruit minority students from UGA and utilize existing
relationships and feeder programs with State HBCUs including Fort Valley State U, Savannah
State U, Albany State U, Spellman College, and Morehouse U; and regional HBCUs Florida
A&M U, North Carolina Central U, North Carolina A&T U to recruit minority students from the
State and region. In addition to advertisement, attendance at regional graduate and professional
fairs to promote the MBB will occur along with day trips to regional institutions to interview and
recruit prospective majority and minority students. Attendance at fairs is known to increase
visibility and interest in both the visiting institution and programs it offers. Dr. Capomacchia has
been engaged in this activity since 1994 with almost 200 trips to various fairs throughout the
region (GA, AL, FL, SC, TN, and VA). Dr. Mensa-Wilmot has also attended many national and
regional recruitment fairs such as ABRCMS. Day trips are especially important since they
convey extreme interest and time investment to both the student interviewed and his/her
institution. This is particularly true for minority students and their HBCU. Drs. Mensa-Wilmot
and Capomacchia have experience with these activities and will be responsible for implementing
and maintaining the recruitment program.
Facilities
Describe the facilities available for the proposed program. How do these facilities and
equipment compare to those of excellent programs elsewhere? What new facilities and
equipment are required, and what is the plan for acquiring these facilities and equipment?
We currently do not require additional facilities.
Description of Facilities and Resources available to SMP in Biomanufacturing and
Bioprocessing students and faculty
Teaching Resources
Many classrooms and lecture rooms of varying size are available for use for lectures, seminars
tutorials and MBB meetings. In addition to rooms available in the Coverdell Health Sciences
Building, the Fred C. Davison Life Sciences Complex, the Biological Sciences Building and the
Driftmeier Engineering Building, UGA has a state-of-the-art teaching center – the Zell B. Miller
Learning Center (http://www.slc.uga.edu/) equipped with traditional classrooms and lecture
theatres, study rooms, computer teaching labs and project rooms. The Fred C. Davison Life
Sciences Complex has a state of the art computer training classroom that is adjacent to the BFF,
and so convenient for combined cyber-based and lab based classes.
Research & Laboratory Resources
Due to the large number of faculty and company partners that will be involved in the SMP in
Biomanufacturing and Bioprocessing, there is an enormous array of equipment and resources
available to students in the program. A brief highlight of the available equipment follows below.
The Bioexpression and Fermentation Facility (BFF) consists of five integrated divisions
providing a full range of services for biomanufacturing: a fully equipped 2000 ft2 molecular
37 | Proposal
Attachment B
biology lab for strain development and manipulation; a 5000 ft2 fermentation pilot plant for
fermentation optimization, scale up and downstream processing; a 1000 ft2 protein purification
suite with ancillary 250 ft2 fill/finish suite; a 150 ft2 analytical suite; and a 1500 ft2 BSL3 suite
with two rooms, one dedicated to mammalian cell culture and the other to high throughput
screening and protein purification. The facility was built in 1992 and is staffed by a full-time
Ph.D director 13 staff, including four PhD level scientists. Selected equipment relevant to the
project includes the following (see also http://bff.uga.edu/equipment/category/overview/):
Fermentation and Cell Culture Equipment: DAS GIP Fed Batch Pro multiplexed fermentation
unit with eight 1L fully automated fermentors; 7 New Brunswick Scientific Bioflo 3000 7.5L
fermentors; Seven stainless steel fully controlled and automated sterilize in place fermentors:
2x32L; 150L; 250L; 500L; 600L; 900L; New Brunswick Scientific Celligen 310 14L cell culture
bioreactor; Sartoris WAVE 20L bioreactor; Siemens PCS7 box distributed control system
receiving global plant data from all pilot plant fermentors and ancillary equipment; two
automated sampling systems. Other microbial and cell Culture Equipment: 10 Incubators,
including 6 CO2 incubators, 3 bench top incubator/shakers, 7 floor incubator/shakers, 3 laminar
flow sterile hoods, Coy anaerobic chamber, Downstream Processing: 3 Sharples Continuous
centrifuges; Whisperfuge continuous centrifuge; 6 floor centrifuges; three table top centrifuges;
Beckman Optima TLX table top ultracentrifuge; 7 Microcentrifuges; 3 bench top tangential flow
filtration (TFF) systems with numerous filter cartridges; NCSRT Purosep Pro pilot scale TFF
system with dual pumps (up to 600 L/min) and process scale filter holder with filters; 3
sonicators; French Press with 40 ml capacity cell; Gaulin pressure homogenizer with 100 g
cells/minute lysis capacity; Niro pressure homogenizer with 400g cells/minute lysis capacity.
Analytical: Beckman XG Span 8 robotic system fully equipped for high throughput (HTP)
ELISA and other analyses, equipped with state of the art paradigm optical system with all
available optical cartridges; 2 Gas Chromatography systems, 6 analytical HPLC systems with
UV/vis, diode array, RI, and fluorescence detectors; 2 microplate readers, one, UV/vis detecton,
one fluorescence, 4 spectrophotometers, Shimadzu RF-5301PC spectrofluorophotometer ; YSI
glucose analyzer; gel imaging system with camera and analysis software; three light microscopes
including one with built in digital camera and imaging software; approximately 10 gel systems
for DNA and protein gels; Protein Purification: Seven FPLC systems (GE & Biorad) with flow
rates from 50ml/min to 150ml/min; Four preparative HPLC systems (Waters & Rainin) with
flow rates from 50ml/min to 800ml/min. Large number of FPLC columns up to 18L capacity;
Large number of HPLC columns up to 3” (1L) including 1”, 2” and 3” column packing station.
Ancillary Equipment: 2 shelf lyophilizers; two bulk lyophilizers; pilot spray dryer, 2 cold rooms,
2 autoclaves, 2 dish washers; 2 hot air dryers; 5 HPLC grade water purifiers; 3 ice machines;
eight -80oC freezers; four -20oC freezers; Seven refrigerators; approximately 75 pipettors;
3multi-channel pipettors; >20 desk top and lap top computers; one centralized computer server.
The Department of Microbiology at the University of Georgia houses multi-user equipment
such as autoclaves, freeze-drying facilities, storage facilities, automated dishwashers, Coy
Anaerobic Glove boxes, a BioRad Scanning spectrophotometer, scintillations counters, FPLC
units, a phospho/fluoro-imager, an isothermal titration calorimeter, one Model 7520 Cambridge
Technology Inc. microplate reader, various types of PCR thermocyclers, and 10L, 20 L, 100L
volume fermenters.
38 | Proposal
Attachment B
The laboratory of Dr. Joy Doran Peterson in the Department of Microbiology has renovated
facilities for work with aerobic and anaerobic microorganisms. The laboratory contains 3
multistation fermentation units capable of pH and temperature controlled fermentations, each
with capacity to run 5 fermentations at a time. Dr. Peterson’s laboratory contains a DIONEX
DX-600 High Performance Ion Chromatograph with ED50A chemical detector with PeakNet 6
Bundled Workstation, a Shimadzu LC-20AT solvent Delivery Unit with UV-Vis and RI detector
and autosampler, two Shimadzu gas chromatographs-one with and FID detector and one with a
TCD detector, Hamilton Biosafety Cabinets, spectrophotometers, pH meters, Dounce tissue
grinders, Fotodyne Gel-Pro Analyzer 4.0 software with system, Fotodyne FOTO/Analyst
Investigator Eclipse Dual Light Workstations, Millipore Milli-RO Plus Reverse Osmosis System,
Millipore Milli-Q Ultrapure Water System, Promega Vac-Man (R) 96 Vacuum Manifold, Fisher
Biotech Semi-Dry Blotting Unit, analytical balances, Labconco Auto Densi- Flow, Beckman
Benchtop Centrifuges, Precision Scientific Circulating Water Bath, Hoefer PS 3000 DC Power
Supply, Buchler Density Gradient Forming System, Vacuubrand Chemistry Diaphram Pumps,
Electrophoresis Power Supply EPS 600, Spectrum CF-1 Fraction Collector, Pharmacia Biotech
GradiFrac with HiLoad Pump P-50, FisherBiotech Horizontal MiniGel Systems, BioRad MiniProtean II protein gel electophoresis kits with power supplies, Labconco Multistatic Pump,
Hoefer Hybridization Oven, Pharmacia Biotech Monitor UV-1, Pharmacia Biotech Recorder
REC, Beckman Ulltracentrifuge, Fisher Sonic Dismembrator Model 550, Savant Integrated
SpeedVac System, Savant Automatic Environmental SpeedVac, Various stirring hot plates,
Pharmacia Biotech VacuGene XL Vacuum Blotting System, Precision General Purpose Water
Baths, Hoefer HE 100 Supersub Horizontal Unit, incubators of varying size and temperature,
Pharmacia Biotech Ultrospec 3000, Hoefer Ultraviolet Crosslinker, Ericomp TwinBlock System,
New Brunswick Enironmental Incubator Shakers, Thermodyne Thermokool, Gilson
Microfractionator, Revco Ultralow Temperature (-80_C) Freezer, Olympus BX40 Fluorescence
microscope, Leica Sterozoom 3 Dissecting microscope and light source, two Coy Anaerobic
Glove boxes with oxygen sensors, Bioscreen Growth Curves chamber for optical density
measurements in controlled 200 unit trays, computers and printers, waterbaths, microcentrifuges,
vortex mixers, microwaves, micropipetters and pipetaids, multichannel pipetters, refrigerators,
and miscellaneous glassware and chemicals.
The Center for Molecular BioEngineering occupies 6,000 sq. ft. of recently renovated space in
the Driftmier Engineering Building at the University of Georgia. The Center has a dedicated
media facility and houses all of the equipment necessary for metabolic engineering projects.
Media Preparation: two dishwashers; three autoclaves; two 10 cu. ft. drying ovens; automatic
Petri-plate pouring machine (360 plate capacity). Culture Maintenance: two class IIB biosafety
cabinets; 5 cu. ft. anaerobic glove box; eight 4 liter capacity water bath shakers; four 4 liter
capacity air shakers; six 5 cu. ft. incubators (two are equipped with roller drums); two 21,000
rpm floor centrifuges; 8,000 rpm bench-top centrifuge with swinging bucket assembly.
Biochemistry and Molecular Biology: two cold rooms (one with 100 cu. ft. capacity and one
with 200 cu. ft. capacity); 72 cu. ft. chromatography refrigerator with internal outlets and
lighting; three 17 cubic foot –20°C freezers; two 17 cubic foot –80°C freezers (one with CO2
back up); 18.2 MOhm water purification unit; two flaked ice machines that use 18.2 Mohm feed
water; four DNA gel electrophoresis setups; four SDS PAGE setups complete with western blot
capability; two fast ramp thermocyclers with heated lids; electroporator with capacitance
39 | Proposal
Attachment B
expander; visible spectrophotometer for cell sampling; two UV/visible six cell
spectrophotometers with micro sample readers; incubator shaker for hybridizations; digital
imaging system with cooled video camera and dual transilluminator complete with white and UV
lights for photographing both DNA and protein gels; digital Petri-plate imaging system with
macro lens camera; automatic speed-vac concentrator (for drying DNA samples and
concentrating protein samples); dual-label scintillation counter; automatic French press with
large and micro cells; 550W sonic disruptor with large and microtip probes; UV crosslinker; four
stationary water baths for sample incubation; four microfuges. Fermentation: eight 2.5 L
fermentors with temperature, pH, and dissolved oxygen control (two have automated substrate
feed control); two 5.0 L fermentors; 20 L fermentor; two online (i.e., real-time)
glucose/xylose/lactate/glutamine/glutamate analyzers; three programmable feed pumps (for
exponential and linear feeds); two CO2/O2 off-gas analyzers; numerous mass flow controllers.
Analysis: three gas chromatographs with electron capture, thermal conductivity, flame
ionization, nitrogen-phosphorus, Sievers sulfur detectors; four high-pressure liquid
chromatographs with fluorometric, refractive index, UV/visible, diode array and conductivity
detectors; two GC/MS for gas or headspace analysis; dual column GC/MS with
thermodesorption, cryofocussing and sniff port; substantial support facilities for chemical
analysis exist elsewhere on the University of Georgia campus that may be used in the course of
this study.
The Department of Biochemistry and Molecular Biology, and Dr William Lonazilotta have
significant laboratory resources for protein chemistry and structure research:
Protein Chemistry: Major equipment items related to protein chemistry includes; Biocad
Intergral 100 FPLC/HPLC with UV, pH, and RI detector, autosampler and fraction collector;
Beckman L-8 80M Ultracentrifuge with numerous fixed angle and swinging bucket rotors
capable of large and small scale protein isolation; Two, Douglas Instruments IMPAX I-5
crystallization robots (One aerobic, one anaerobic); Two, Coy Laboratorys Inc; Type B
anaerobic chambers (~200 cubic feet of anaerobic work space) CSC Isothermal Titration
Calorimeter Protein Solutions DLS Forma Scientific upright and Revco chest -80 freezers;
VWR Brand 4 degree and -20 freezers Shimadzu UV-1601 spectrophotometer with computer
interface; Pharmacia Biotech Phasta System Two Olympus PT 80 microscopes with camera
mount; Several incubators and floor shakers for bacterial culture; Two Perkin Elmer GenAmp
PCR Systems; The Lanzilotta laboratory also contains numerous small equipment items such as
a pH meter, heating blocks, stir plates, shaking water baths. Structural Biology: The Department
of Biochemistry and Molecular Biology is unique in the extended capabilities in structural
biology and protein chemistry. The department currently has four X-ray generators equipped
with CCD detectors and cryo-streams. In additional to the common Cu-edge (1.54 angstroms) Xrays used by most in-house X-ray sources, the department also has a Cr-edge (2.22 angstroms)
X-ray source which allows for direct phasing from the sulfur anomalous scattering.
Other Available Resources at UGA:
• Microbiology Scientific Computing and Visualization Laboratory (MSCVL). This facility in
the Biological Sciences Building contains the software and peripherals to access literature,
databases, internet resources, sequence analysis and associated data visualization programs.
• Center for Advanced Ultrastructural Research (CAUR). This facility houses a scanning and
40 | Proposal
Attachment B
two transmission electron microscopes, confocal laser microscopes, and preparation and teaching
rooms. It is staffed with a director and technicians.
• Molecular Graphics Laboratory (MGL). This facility, in the Chemistry Building, is equipped
with 11 Silicon Graphics Indigo and IBM workstations that run a wide range of molecular
simulation and analysis programs. The facility, with a Ph.D. director, is an official mirror site of
the Brookhaven Protein Data Bank and the Cambridge Crystallographic Database.
• Complex Carbohydrate Research Center. The CCRC occupies an ~140,000 sq.ft. building
specifically designed for the interdisciplinary and equipment-intensive nature of carbohydrate
science, as well as to foster analytical service and training. CCRC NMR facility has three highfield NMR spectrometers (300-, 500-, and 600-MHz), fully equipped for biomolecular studies of
liquids and solids. In addition, the GRA- UGA 800-MHz NMR facility is located in the CCRC
building. This facility is supported by the Georgia Research Alliance and the University of
Georgia and is a regional resource for high-field NMR studies of biological macromolecules.
The CCRC recently accepted delivery of a Varian Unity Inova 900-MHz spectrometer, making
the CCRC one of the first institutions world-wide to receive this state-of-the-art spectrometer.
This instrument is the centerpiece of the Southeast Collaboratory for Biomolecular NMR and is
funded by the National Institute of General Medical Sciences and the Georgia Research Alliance.
Mass Spectrometry facility houses two Micromass Q-TOF 2 electrospray ionization mass; a
ThermoFinnigan LCQ; a ThermoFinnigan LCQ Advantage; two ThermoFinnigan LTQ; a
ThermoFinnigan LTQ-FT; HP 2025 MALDI-TOF mass; Applied Biosystems 4700 Proteomics
Analyzer (TOF/TOF); Applied Biosystems Voyager DE-Pro (MALDI-TOF); as well as three HP
GC-MSD mass spectrometers. CCRC Computational Laboratory is equipped with three
computer clusters: a 128 CPU 32-bit HPC system (HP Proliant series with ultra low latency
Myrinet Interconnects, based on dual Xeon P4 3.06 GHz, 1GB nodes), a 16 CPU 64-bit
HPC system (HP RX2600 series with ultra low latency Myrinet Interconnects, based on dual
Itanium 2 1.3 GHz, 2GB nodes) and a 16 node Grid system for code and hardware optimization
(comprised of a mixture single and dual Xeon P4 nodes). Data storage in the Computational
Laboratory is provided by two 2 TB fileserver (RAID 10) with data protection enhanced by a
100 TB auto-loading tape backup system. Both Unix (SGI Octane) and Linux (HP xw4100)
workstations are employed for molecular visualization and support a variety of software
packages. The workstations are located in a dedicated user laboratory, which is augmented by the
necessary peripheral devices, including printers, CD/DVD writers and scanners.
• Molecular Genetics Instrumentation Facility (MGIF). Housed in the Life Sciences Building,
this facility is fully equipped for the sequencing and synthesis of DNA and peptides. The facility
is staffed with a Ph.D. director and two technicians.
• Cell Sorting Facility. Two facilities are located on campus, one in the Biological Sciences
Building. These facilities are fully staffed with a director and technicians.
• Research Computing Resource. The RCR is a distributed computing cluster. Software includes
the Wisconsin GCG sequence analysis programs, the PHYLIP suite for phylogenetic analyses,
and a variety of population and evolution analysis programs. RCR also maintains a complete
copy of sequence databases (e.g. GenBank, EMBL, SwissProtein, and PIR). The facility is
maintained by the University Computing Network Services.
Administration
Describe how the proposed program will be administered within the structure of the institution.
41 | Proposal
Attachment B
Organization: Drs. Davies and Peterson will serve as co-directors of the MBB with access to an
administrative assistant. The BHSI will provide administrative support (see budget justification).
The MBB will be offered by the UGA Graduate School. A Steering Committee with membership
from UGA faculty and representatives from academic and industrial partners has been formed
and will function during the design and implementation of the MBB. Once the MBB has been
approved by the University System Board of Regents and it becomes operational, this committee
will split into an External Advisory Board (consisting of industrial partner representation), a
Curriculum Committee (consisting of UGA and academic partner faculty and representation
from key industrial partners), and a faculty-led Recruiting, Admissions and Retention Committee.
A Graduate Coordinator will be selected to lead this last committee and will be the liaison
between students and faculty/employers. Initial membership of all committees is provided.
Management: The MBB Steering Committee has already been formed and has functioned
initially as a design team to assemble this proposal. They will continue to provide design input as
the proposal for the MBB is submitted. After the program is approved, the Recruiting &
Admissions Committee (led by the Graduate Coordinator) will begin advertisement of the
program (by web site, targeted advertisement in print and online media, email distribution to
selected undergraduate programs at regional institutions, brochures for distribution at targeted
meetings) and develop selection criteria (in addition to criteria set by the UGA Graduate School)
for admission to the MBB. Professors Tony Capomacchia and Kojo Mensa-Wilmot will serve as
the diversity coordinators within the Recruiting, Admissions and Retention Committee. They
will work with existing minority engagement programs such as the PeachState Louis Stokes
Alliance for Minority Participation and the Sloan Foundation and take advantage of existing
relationships with regional HBCUs (e.g., Fort Valley State, Savannah State) to assure the
inclusion of underrepresented minority SMP candidates.
During recruitment of the first class of students, the Curriculum Committee will develop the
tracking plan for MBB students; including assessment of the success of the students in terms of
learning outcomes, training, and placement (see below). As students begin the program this
committee will also gauge the viability of the curriculum plan and make adjustments as
necessary. The Curriculum Committee will include a subcommittee for industrial partnerships,
whose tasks include organization of team projects with technical school partners and guiding the
design and placement of students into internship programs. This subcommittee will also be
responsible for extracurricular activities that include the industrial partners, such as a seminar
series at which industrial scientists introduce to MBB candidates a view of potential career paths
and technology providers provide an introduction to opportunities in their companies.
Assessment
Indicate the measures that will be taken to assess the effectiveness of the program and the
learning outcomes of students enrolled.
The evaluation of the MBB program will be conducted by The Findings Group, LLC, an
independent evaluation organization specializing in K-16 STEM evaluation. The proposed
evaluation plan is designed to provide objective feedback of both performance and results
measures. The evaluation of the project emanates from the logic model (below) and is designed
to provide ongoing, formative feedback as well as a summative evaluation.
42 | Proposal
Attachment B
Evaluation Questions and Methods
1. Recruiting: We will track the production, dissemination, and target audiences for the
recruiting material and ask what percentage of students apply for and are accepted into the
program and what effect recruiting efforts have on bringing students into the program. We
will collect production and dissemination data and track success through an applicant and
participant database. The data will be analyzed using descriptive statistics and the ratio of
recruiting material produced to material disseminated to applicants to acceptances.
2. Mentoring: The evaluation asks what impact mentoring activities have on student success,
and answers that question through a participant survey and through participant interviews or
focus groups. Data will be analyzed using descriptive statistics for forced-response items and
qualitative analysis for open-ended items and interview transcripts.
3. Retention: We seek to understand how participants react to their program of study, what
scientific and business content knowledge participants have learned, and how effective the
pedagogical techniques have been at retaining students. These are answered using end-ofcourse evaluations, pre/post content knowledge assessments, and interviews/focus groups.
We will produce descriptive statistics for course evaluations; descriptive statistics, effect
size, and significance tests for pre/post assessments; and a qualitative analysis of interview
transcripts.
4. Graduation: The evaluation asks what number and percentage of students graduate from the
program, how long it takes them to graduate, what they would have done had they not
attended the program (to establish a counterfactual), what percentage advance or continue to
the biomanufacturing workforce, and to what extent the program supports the needs of
industry leaders. The number of graduates, time-to-graduation, and number entering the
workforce is tracked through the participant database and analyzed using descriptive
statistics. Participant entry into the workforce and learning what they would have done had
they not entered the program will be gathered through interviews/focus groups and analyzed
along with the other interview data using a grounded theory approach. We will also survey
industry partners to learn how well the program is meeting industry needs and analyze the
data using descriptive statistics.
43 | Proposal
Attachment B
Reporting Schedule
Evaluation data will be reported on a schedule that maximizes its use. Ongoing performance and
results data will be delivered to program staff as soon as possible, and an annual synthesis of the
data will also be reported to program staff and for accountability purposes.
Evaluation Use
The program staff has identified specific areas where evaluation data may alter the program.
Evaluation findings may affect the mechanisms used to recruit and retain participants, mentoring
relationships, program pedagogy, curriculum content, and student assessment.
Accreditation
Where applicable, identify accrediting agencies and show how the program meets the criteria of
these agencies. Append standards and criteria to the proposal. Provide evidence that the
institution has notified SACS of its intent to apply for a change in degree level, if appropriate.
Not applicable.
44 | Proposal
Attachment B
Affirmative Action impact
Indicate what impact the implementation of the proposed program will have on the institution's
desegregation and affirmative action programs. Include information relating to faculty, staff,
administrators, and students in this section.
MBB student recruitment will begin immediately after approval and funding through
advertisement including web site, targeted advertisement in print and online media, email
distribution to selected undergraduate programs, and at selected conferences. Both majority and
minority students will be targeted at UGA and throughout the State and region by these means.
The SMP Diversity Coordinator will work with existing UGA minority programs such as the
PeachState Louis Stokes Alliance for Minority Participation and the Alfred P. Sloan Foundation
Minority Graduate Research Program to recruit minority students from UGA and utilize existing
relationships and feeder programs with State HBCUs including Fort Valley State U, Savannah
State U, Albany State U, Spellman College, and Morehouse U; and regional HBCUs Florida
A&M U, North Carolina Central U, North Carolina A&T U to recruit minority students from the
State and region. In addition to advertisement, attendance at regional graduate and professional
fairs to promote the MBB will occur along with day trips to regional institutions to interview and
recruit prospective majority and minority students. Attendance at fairs is known to increase
visibility and interest in both the visiting institution and programs it offers. Dr. Capomacchia has
been engaged in this activity since 1994 with almost 200 trips to various fairs throughout the
region (GA, AL, FL, SC, TN, and VA). Dr. Mensa-Wilmot has also attended many national and
regional recruitment fairs such as ABRCMS. Day trips are especially important since they
convey extreme interest and time investment to both the student interviewed and his/her
institution. This is particularly true for minority students and their HBCU. Drs. Mensa-Wilmot
and Capomacchia have experience with these activities and will be responsible for implementing
and maintaining the recruitment program.
Student mentoring is an integral part of any successful graduate program like SMP since
it may significantly impact student retention and thereby program success. Mentoring is
particularly important for minority students since in the South many students present with
relatively low self esteem. The classic definition that a mentor is trusted counselor, guide and
teacher holds in academia and will assure student/program success and retention if adhered to by
the major professor, three member advisement committee and SMP Graduate Coordinator. They
will review each student’s academic and research progress every six months in the fall and
spring to assure students are on track to graduate in the two year program period allotted by the
SMP. Student retention is inextricably tied to the success of MBB program and will be assured
by the mentoring procedure outlined above and the experience of the SMP recruitment faculty,
Drs. Mensa-Wilmot and Capomacchia. Dr. Capomacchia has extensive experience managing the
Alfred P. Sloan Minority Graduate Research program since 1999 in which thirteen College of
Pharmacy and other UGA faculty participate. The retention rate for the program is 96% (29/30)
with five additional students entering in 2009; seven are currently in the program; 21 have
graduated (17 doctoral dissertations, 5 MS theses, 31 publications).
Degree inscription
Indicate the degree inscription which will be placed on the student's diploma upon his
completion of this program of study. Be sure to include the CIP code for the program.
Master of Biomanufacturing and Bioprocessing
45 | Proposal
Attachment B
Fiscal and enrollment impact, and estimated budget
Complete the following pages to indicate the expected EFT and head count student enrollment,
estimated expenditures, and projected revenues for the first three years of the program. Include
both the redirection of existing resources and anticipated or requested new resources.
Institutional commitment of funds should be consistent with the centrality and level of priority
that are assigned to the program in the proposal. Second and third-year estimates should be in
constant dollars--do not allow for inflationary adjustments or anticipated pay increases. Include
a budget narrative that is descriptive of significant line items and the specific redirection of
resources envisioned.
I. ENROLLMENT PROJECTIONS
(indicate basis for projections in narrative)
A Student majors
1. Shifted from other programs
2. New to institution
FY 11
First Year
FY12
Second Year
FY 13
Third Year
0
7
0
14
0
14
7
14
14
B. Course sections satisfying program requirements
1. Previously existing
6
2. New
2
12
3
15
0
8
15
15
0
154
0
280
0
280
154
280
280
0
(yr 2)
7
(yr 3)
7
(yr 4)
TOTAL MAJORS
TOTAL PROGRAM COURSE SECTIONS
C. Credit hours generated by those courses
1. Existing enrollments
2. New enrollments
TOTAL CREDIT HOURS
D. Degrees awarded
II. COSTS
EFT Dollars
A. Personnel—reassigned or existing positions
8. Faculty
2.2 198,000
0
0
11. Administrators
0
12. Support staff
0.5 26,114
13. Fringe benefits
61,958
0
TOTAL EXISTING PERSONNEL COSTS
286,072
EFT Dollars
EFT Dollars
2.2
203,940
0
0
0
0.5 26,897
63,817
0
2.2 210,058
0
0
0
0.5 27,704
65,731
0
294,654
303,493
46 | Proposal
Attachment B
B. Personnel – new positions
8. Faculty
11. Administrators
12. Support staff
13. Fringe benefits
TOTAL NEW PERSONNEL COSTS
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
First Year
C.
D.
Start-up costs (one-time expenses)
5. Equipment
6. Other
Physical facilities: construction or major
renovation
TOTAL ONE-TIME COSTS
E. Operating costs (recurring costs—base budget)
1. Supplies/expenses
2. Travel
3. Equipment
5. Other
TOTAL RECURRING COSTS
GRAND TOTAL COSTS
III. REVENUE SOURCES
A. Source of funds
1. Reallocation of existing funds
2. New student workload
3. New tuition
4. Federal funds
5. Other grants
6. Student fees
7. Other
Subtotal new state allocation requested
Second Year
Third Year
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1,000
2,000
0
0
0
1,030
2,060
0
0
0
1,060
2,120
0
5.
0
3,000
289,072
3,090
297,744
3,180
306,673
289,072
0
0
0
0
0
0
297,744
0
0
0
0
0
0
306,673
0
0
0
0
0
0
0
0
0
289,072
297,744
306,673
47 | Proposal
Attachment B
C. Nature of funds
3. Base budget
4. One-time funds
289,072
0
297,744
0
306,673
0
289,072
297,744
306,673
48 | Proposal
Attachment B
Appendix A:
Support Letters
1 | Appendix
Attachment B
Attachment B
Attachment B
November 9, 2009
E. Timothy Davies Ph.D.
Director , Bioexpression and Fermentation Facility
Life Sciences Building · 1057 Green Street
Athens, GA 30602-7229
Dear Dr. Davies:
Georgia Bio is pleased to offer its support for the University of Georgia’s (UGA) proposal for a Professional Science
Master’s in Biomanufacturing and Bioprocessing (MBB). This degree will prepare future leaders in technical skills and
methods while giving them a foundation in business practices. A shortage of technical managers is a limitation for growth
of the biotechnology industry in Georgia. UGA, with a number of unique assets, is an ideal site for training a new
generation of biomanufacturing leaders.
Life sciences is a strategic industry for Georgia. From 2001 to 2007, the number of life sciences jobs grew twice as fast as
the number of jobs in all other industries. In 2007, private establishments in the life sciences industries provided 15,190
jobs and over $961 million in wages. Another 2,751 jobs were provided by agricultural life sciences industries. In addition,
life sciences research at the state’s colleges and universities generated another 14,919 jobs on- and off-campus in 2006.
Georgia Bio (GaBio), founded in 1989, is a non-profit, membership-based association that represents the interests of
nearly 300 pharmaceutical, biotechnology and medical device companies, medical centers, universities, research
institutions, government groups and other organizations involved in discovery and application of life sciences products
and related services. The association conducts business and economic development activities; advocates on behalf of the
industry on public policy matters; educates the public about the benefits of life sciences research and product
development; and provides a network for the exchange of ideas, information and opportunities.
We value our partnership with UGA and your program, and commit the following support:
• Assistance in developing internship opportunities for MBB students with our member companies.
•
Assistance in obtaining commitments for presentations and/or seminars from technical, regulatory, and business
experts in our member organizations.
• Securing commitments for company tours.
• Facilitating connections to promising students and teachers from area high schools and two-year programs for student
project teams.
•
Discounted registration for your students to the annual Georgia Life Sciences Summit, which draws more than 700
professionals.
Funding of the MBB program will not only benefit existing companies, but also will enable Georgia to demonstrate the
availability of talent to attract emerging biotech companies and larger established companies to the area. We fully support
you in this effort.
Sincerely,
Charles S. Craig
President
Georgia Bio
404-920-2043
[email protected]
2
Attachment B
November 13, 2009
Dr E. Timothy Davies
Director, Bioexpression and Fermentation Facility
120 Green Street,
Athens, GA 30602
Dear Dr Davies,
We enthusiastically offer this letter of commitment to the University of Georgia’s proposal to the National
Science Foundation for the establishment of a Science Master’s Program in Biomanufacturing. As
technology providers to the biomanufacturing industry we have observed the development of this
industry in its many forms: from pharmaceutical manufacturing to commodity chemical and biofuel
production; and from products that support agriculture and environmental stewardship to those that
impact national security. As the industry has grown we have also noted that there is a lack of high
quality training programs for biomanufacturing leaders. The program being developed at UGA will fill a
critical need.
As biomanufacturing technology providers it is essential to us that operators are trained in the most
modern methods and aware of technology developments in production environments. For that reason
we are excited to engage with the SMP in biomanufacturing at UGA and to provide support and expertise
in the training of the next generation of biomanufacturing leaders. This support will include:





Participation in instruction on site through lectures, seminars, labs and workshops; through
distance learning; or by assisting UGA faculty.
The provision of equipment, supplies or information on state of the art hardware, software and
reagents.
The provision of information about new products and techniques in the marketplace.
Participation in operations, planning and curriculum committees for the SMP in biomanufacturing.
Participation in the evaluation of students and the program as a whole.
The SMP in biomanufacturing will benefit our companies both directly and indirectly through the growth
of the biomanufacturing industry. Having graduates entering the workforce with the best information on
new and state-of-the-art technologies will also greatly benefit the hiring companies and will allow the
students to select the best available opportunities in the market. We fully support the PIs and the
University of Georgia in this effort and look forward to becoming involved in the program.
Sincerely,
Richard D. Consoli
President
Innovative Controls
Attachment B
Attachment B
Attachment B
Insect
en
Beneficial Biotechnology for a Crowded Planet Clifton A. Baile, Ph.D. , CEO 425 River Rood
Athens, Georgia 30602-2771
Tel 706-542-4094
Cell 796-714-2875
Fax 706-542-7925
cbalie@insecfigen,com
November 11, 2009
120 Green Street,
Athens, GA 30602
Dear Dr Davies,
We wholeheartedly endorse and support the University of Georgia's proposal to the National
Science Foundation for the establishment of a Science Master's Program in
Biomanufacturing. We rely on a well trained workforce to ensure the quality, safety and
availability of our products and the availability of well trained team leaders in the area of
biomanufacturing will be enhanced by this program. We believe that production volumes in
the biomanufacturing areas of pharmaceuticals, biofuels, biochemicals, nutraceuticals,
biological agricultural and environmental will increase in the future, and training a generation
of biomanufacturing scientists will be essential for the USA to maintain its position of
leadership in biotechnOlogy.
We actively support efforts to develop the workforce in this area. We believe that the
philosophy of UGA's SMP in biomanufacturing, focusing on hands on training; computer
based simulation; access to state of the art industrial-grade equipment; team based project
solving training involving multilevel groups and an engaged faculty will make this program
one of the best in this field and an model for future training programs. This approach requires
an engaged and highly supportive commercial sector, and we are delighted to have the
opportunity to provide this level of support. This support will include
• Participation in instruction on site through lectures, seminars, labs and workshops;
through distance learning; or by assisting UGA faculty.
• Meeting with students in seminar and small group sessions to give them greater
understanding of the importance of good science in the business environment.
• InternShip opportunities for qualified students as part of their educational training
• Participation in the evaluation of students and the program as a whole.
• Consideration of qualified job candidates for relevant open positions in our firms.
• Participation in laboratory, plant or company tours for groups of SMP students.
• Participation in operations, planning and curriculum committees for the SMP in
biomanufacturing.
The funding by the NSF of this SMP in biomanufacturing will benefit our companies and the
wider biotechnology industry. Increasing the pool of well trained Master's level graduates
entering the workforce with the best information on new and state-of-the-art technologies is
Attachment B
l\Jovember 17, 2009
• Page 2
critical for the continued growth of our companies. We fully support the PIs and the
University of Georgia in this effort and look forward to becoming involved in the program.
Sincerely,
ifi!~
()
Clifton A. Baile, Ph.D., CEO
(
f3 ce-v
tR
Attachment B
Attachment B
Attachment B
Attachment B
November 18, 2009
120 Green Street,
Athens, GA 30602
Dear Dr Davies,
We offer this letter of support for the establishment of a Science Masters program in
Biomanufacturing at the University of Georgia. We encourage this effort and recognize the
importance of training in this field for the continued growth of the American biotechnology industry
and for the industry in Georgia specifically.
Georgia’s thriving biotechnology industry is one of the priorities for economic development in the
state. This industry offers a variety of careers that can provide sustainability and quality of life to
those who are directly employed by it. Additionally, this industry supports many indirect positions
that are considered to be important to our economy.
Biomanufacturing is a key component to the success of many biotechnology companies and it is
important that the state trains competent leaders in this area. The students trained in the Science
Master’s Program in Biomanufacturing will expect to find an existing industry in Georgia in the
industrial, veterinary, nutraceutical and pharmaceutical industries and will also have the opportunity
to become sector leaders in the nascent cellulosic biofuel industry.
The Georgia Centers for Innovation (COI) will assist the Science Master’s Program within its areas
of expertise and influence. Georgia's Centers of Innovation provides unique, technology-oriented
support to emerging and high growth enterprises in the areas of aerospace, agribusiness, energy, life
sciences, logistics and advanced manufacturing. Each of the six centers provides direct access to
university and technical college applied research, commercialization resources, technology
connections, matching grant funds, potential investor networks and key government agencies. A
common goal across all of the centers is to cut red tape, streamline connections and to seek university
generated technology solutions to industry-led challenges. Within this framework the Centers create
a pro-growth, innovative business environment for industries critical to Georgia's expansion.
The funding of this Science Master’s Program in Biomanufacturing will benefit the state and the
population of Georgia and the nation as a whole. We support the PIs and the University of Georgia
in this effort.
Sincerely,
Stacy Williams Shuker, Ph.D – Director – COI for Life Sciences
Donnie Smith – Director – Director – COI for Agribusiness
Jill Stuckey – Director – COI for Energy
John Zegers, Director – COI for Manufacturing
Georgia Department of Economic Development • 75 Fifth Street, NW • Suite 1200 • Atlanta,
Georgia 30308
Attachment B
Attachment B
Attachment B
Attachment B
Appendix B:
Three selected programs for comparison
2 | Appendix
MBS Curriculum
http://www.kgi.edu/x1598.xml
Attachment B
Prospective Students
The MBS Program
MBS Curriculum
MBS Curriculum
KGI's two-year Master of Bioscience degree program
Medical Devices and
educates technically savvy professionals for the
Diagnostics
bioscience industry. Students learn to:
Pharmaceutical
Discovery and
Catalyze development of basic life sciences
Development
research into useful new products, processes
Bioprocessing
and services
Business of Bioscience
Address the business and ethical leadership
Clinical and Regulatory
challenges confronting the applied life
Affairs
sciences
Complete First-Year
Course List
Build professional skills essential to the
Complete Second-Year
Course List
team leadership and dynamics, and project
PhD Programs Offered at
industry workplace including public speaking,
management
KGI
Understand how the bioscience industry
Post Doc Masters Program
operates-considering the scientific,
Postbaccalaureate
Premedical Certificate
intellectual property and regulatory issues
that dominate the industry
Program (PPC)
Certificate in Bioscience
Management
Dual PharmD/MBS
Faculty & Research
Entrepreneurial activities that promote the translation of basic science and engineering
knowledge into beneficial products are actively encouraged throughout the program.
First Year
Careers in Bioscience
The first year of the MBS program provides a common educational experience for all students.
Team Masters Project
At the end of this year, students have been exposed to a wide range of bioscience industry
The REU Program:
issues and activities. Please see the complete list of first-year courses.
K12 Program
Podcasts
Initial Projects
During orientation at KGI, first-year students participate in the Initial Projects. These
intensive, projects require students to work in teams and perform a retrospective analysis of
an event that occurred in the life sciences industry, e.g., the discovery of a new drug or the
development of a new technology or device. The teams are given a variety of resources
including the opportunity for discussion with an individual who was intimately involved in the
event. The project culminates in a written report and a public presentation to the KGI
community. The Initial Projects are not graded, but a prize is given for the best presentation.
Following orientation, first-year students take a common set of interdisciplinary applications-
www.kgi.edu
oriented technical courses, business courses and a bioindustry ethics course.
Applications-Oriented Technical Courses
1 of 3
4/7/2010 1:42 PM
MBS Curriculum
Attachment B
Because of the effectiveness that an interdisciplinary approach brings to solving bioscience
industry problems, KGI integrates three disciplines, systems biology, computational biology,
and bioengineering, in a set of technical courses taken by all first-year students. The courses
are Molecular Biotechnology; Systems Biology; Mathematical and Computational Methods for
the Applied Life Sciences; Computational Biology; Medical Diagnostics; Medical Devices;
Pharmaceutical Discovery and Development; Bioprocess Engineering Principles and Biologics.
These courses highlight specific industry applications and follow the format of lectures that
meet once or twice per week with hands-on projects that occur regularly throughout the
semester.
Lecture Courses in Business and Bioethics
In addition to science and engineering courses, first-year students take a fixed set of courses
that provide basic backgrounds in business and management of bioscience industries, and
bioethics.
Summer Internship
Between the first and second years, students participate in a
required, paid internship in a bioscience company. The summer
internship actively engages students in the issues and current
techniques associated with particular industry sectors and provides
an understanding of the climate and culture of business. A summer
internship represents approximately 400 hours of work.
Second Year
Team Masters Projects
The capstone of the MBS program is the Team Masters Project in which teams of three to five
students work with sponsoring companies to solve real problems. This project replaces the
Masters thesis work required in traditional programs.
Students form interdisciplinary teams and work with faculty and industrial advisors to perform
contract research. Student teams create budgets, develop timelines, and describe
deliverables. At the end of the academic year, they present confidential and non-confidential
reports of their work.
Career Focus Tracks
Coursework during the second year of the MBS curriculum allows students to achieve depth in
an area that closely follows a specific industry career path. KGI's career focus tracks provide
in-depth knowledge of specific functional areas of the bioscience industry. Each specialized
program offers participation in real-world industry experiences and interaction with industry
leaders coupled with a cutting-edge curriculum taught by faculty with extensive industry
experience.
Career focus tracks currently offered are:
Medical Devices and Diagnostics
Bio/Pharmaceutical Discovery and Development
Bioprocessing
2 of 3
4/7/2010 1:42 PM
MBS Curriculum
Attachment B
Business of Bioscience
Clinical and Regulatory Affairs
[back to top]
Offices & Services
Maps and Directions
Us
3 of 3
Directory
Employment
Site Index
Contact
Emergency Information
4/7/2010 1:42 PM
Admission and Degree Requirements - Bioenergy | Illinois PSM | U of I
2 of 3
http://psm.illinois.edu/prospectivestudents/programs/bioenergy.htm
Attachment B
Bioenergy
Faculty coordinator: Hans Blaschek, [email protected], (217) 333-8224
Introduction | CABER | Careers | Specializations | Degree Requirements | Admission Requirements
Introduction
The world has reached a turning point in energy production. As consumption rises, so does the demand for
cleaner, renewable energy. The University of Illinois is rising to the challenge.
The Professional Science Master’s degree program in Bioenergy centers on advanced and innovative methods of
energy production. Bridging science with business, the program blends the technology and science of biofuels
with the business skills necessary to transfer scientific knowledge to practical application.
CABER – Center for Advanced Bioenergy Research
The Center for Advanced Bioenergy Research (CABER)at Illinois leads the way in bioenergy research and
education. Built on Illinois’ expertise in energy and sustainability, CABER is committed to bioenergy R&D and to
creating a well-educated scientific-technical workforce in bioenergy and related biosciences.
Careers
As bioenergy technologies grow, so do bioenergy career opportunities. The Illinois PSM in Bioenergy provides
excellent preparation for careers in advanced cellulosic ethanol bio-refineries. Careers in the bioenergy lifecycle
— from feedstock supply to biofuel transportation and distribution — are also attractive options for Bioenergy
graduates. Bioenergy scientists, managers, and engineers with leadership, entrepreneurship, technology
management, and other business skills will be well-prepared for positions of significant responsibility.
Specializations
In consultation with a faculty advisory, Bioenergy students select a specialization that best suits their personal and
professional interests. Specializations are available in
plants, soils, and feedstocks;
production, processing and use;
environment, economics and policy & law; and
tools and methods.
Degree Requirements
The MS degree in Bioenergy requires the completion of 42 semester hours as prescribed in the following four
curricular components:
Science
Business
Internship
Industry Seminar
The program is designed to be completed in 16-months of full-time study on the Urbana-Champaign campus.
Summer enrollment is required while completing the internship. A thesis is not required.
Admission Requirements
Bachelor’s degree from a regionally accredited U.S. institution or a comparable degree from a recognized
institution abroad
Grade point average of 3.0 or higher (4.0 scale) for the last 60 hours of undergraduate work and for any
graduate work
Graduate Record Examination (GRE) score
Test of English as a Foreign Language (TOEFL) score of 590 or higher (paper-based test) or 243 or
higher (computer-based test) for applicants whose native language is not English
4/7/2010 1:51 PM
Master’s degree in Microbial Biotechnology
1 of 2
http://www.microbiology.ncsu.edu/graduate/MMB/curriculum.html
Attachment B
home
greetings from the director
mission & culture
curriculum
calendar
focus on skills
industry cases
industry internships
option for full-time professionals
MMB/MBA option
student opinions
student-student mentorships
"adopt-a-professional-student"
alumni & careers
industry relations
recent publications
FAQs
sponsorship opportunities
apply online
contact
The academic training is performed by several departments in the College of Agriculture and Life Sciences, the
College of Management, the Golden Leaf Biomanufacturing Training and Education Center (BTEC), and the
Biotechnology Program. Students choose from a variety of courses in microbiology, genetics, toxicology, food science,
plant pathology, statistics, biotechnology and MBA-level business courses.
4/7/2010 1:47 PM
2 of 2
http://www.microbiology.ncsu.edu/graduate/MMB/curriculum.html
Fall Semester Year 1
Microbial Physiology and Regulation
Survey of Accounting
Attachment B
Industry Cases
Spring Semester Year 1
Immunology
Core Techniques in Biotechnology
Industry Cases
Summer Year 1
Industrial Internship
Fall Semester Year 2
Science Elective
Biotech Elective
Biotech Elective
Industry Cases
Spring Semester Year 2
Business Elective
Business Elective
Industry Cases
View Elective Courses
4/7/2010 1:47 PM
http://www.microbiology.ncsu.edu/graduate/MMB/industry_cases.html
Attachment B
industry cases
home
greetings from the director
mission & culture
curriculum
focus on skills
industry cases
industry internships
option for full-time professionals
MMB/MBA option
student opinions
student-student mentorships
"adopt-a-professional-student"
alumni & careers
industry relations
The professional training takes place in collaboration with industry professionals
from various companies through a new four-semester course: Industry Case
Studies. Students work in teams to solve forefront matters. They finish each
project by making a presentation and by completing a report, often a business
plan. Industry professionals from GlaxoSmithKline, Labcorp, EnSolve
Biosystems, Syngenta, Novozymes, Wyeth Vaccines, Argos Therapeutics,
Embrex/Pfizer, Mallinckrodt/Tyco Healthcare, Mycosynthetix, Global
Patent Strategies, Biolex Therapeutics, Diosynth-RTP, Biogen Idec and
Woodall & Associates have served as instructors.
recent publications
FAQs
sponsorship opportunities
apply online
contact
1 of 1
4/7/2010 1:48 PM
Attachment C
Graduate Certificate in Global Health
1. The purpose and educational objectives of the program must be clearly stated, and must be
consistent with the role, scope, and long-range development plan of the institution.
A. State the purpose and educational objectives of the program and explain how the
program complements the role, scope, and long-range development plan of the
institution.
The Graduate Certificate in Global Health will provide students with a better
understanding and some of the skills needed to manage and lead programs and
organizations that focus on global health. Global Health has become a major area of
interest in public health and the broader implications have become a major multidisciplinary area of interest. In a 1997 report the Institute of Medicine defined
Global Health as “health problems, issues, and concerns that transcend national
boundaries, and may best be addressed by cooperative actions.” The Institute of
Medicine (IOM) submitted a proposal for a dramatic commitment to Global Health,
including a proposed doubling of funding for Global Heath efforts by the US
government (The US Commitment to Global Health: Recommendations to the New
Administration, IOM, 2009) The process of globalization has increased our global
interdependency and simultaneously has created the awareness of global issues,
especially global health issues.
Educational Objectives for the Certificate in Global Health will include:




Increase understanding of the global character of health problems
Demonstrate the need for a multi-disciplinary approach to solving global
health problems
Develop skills that enable efforts to address global health problems
Develop knowledge that will assist in advocacy for the promotion of the
solution of global health problems
B. Describe the interdisciplinary nature of the proposed program. Which school(s) or
college(s) and department(s) will be involved in the development of the program?
Describe the expected stage of development for this program within five years.
This program will be organized and operated by the Center for Global Health,
which resides within the College of Public Health. The core courses, likewise, will
reside in the College of Public Health. Recognizing the critical role of multidisciplinary education in global health, electives and internships will be expected
by student involvement with various other colleges and schools of the University.
Athough other colleges and schools have programs with a global character (such
as Agriculture) there are no graduate educational programs specific to Global
Health. Specific examples of collaborating schools and colleges include:
UGA Certificate in Global Health






Attachment C
School of Public and International Affairs
Grady School of Journalism and Mass Media
College of Veterinary Medicine
College of Pharmacy
The Graduate Certificate Program in Global Health will complement the well
developed interdisciplinary studies programs in the Franklin College of Arts and
Sciences. These programs focus on language and culture; as health and health
care have a substantial interface with language and culture, the admixture of the
two disciplines will produce an educational synergy. Programs of particular
pertinence include:




African American Studies Program
French Studies Program
German Studies Program
Latin American and Caribbean Studies Program
It is likewise expected that the Certificate Program in Global Health will partner
with the Office of International Education. The OIE lead international
educational efforts at UGA. It will assist in the global internship program as well
as facilitating the extraordinarly valuable bilateral, bi-national or multi-national
relationships that enhance the educational experience in Global Health.
It is anticipated that the program will be fully operational during the initial year
after its approval. No added courses are need, nor are any additional faculty
hires needed. Likewise, based on a student interest survey, it is expected that a
minimum necessary compliment of students will be available immediately. By the
5th year, the program should remain fully subscribed and remain highly
integrated with the various partnering colleges and schools of UGA.
2. There must be a demonstrated and well-documented need for the program.
A. Explain why this program is necessary.
Global health is an area of intense interest by the public, by government, by
researchers, and by students. Major initiatives by federal funding agencies (i.e.
CDC and NIH) have been recently promoted to expand the US involvement in
Global Health. Demand for more education is evidenced by the survey of
graduate students in two UGA colleges (described elsewhere in this document),
the attendance of students at conferences and lectures in Global Health,
continuous interested by individuals students to faculty, and the tremendous
energy being provided by the Association of Schools of Public Health in Global
Health. Most Schools and Colleges of Public Health and their sponsoring
universities have developed Centers for Global Health. For example, the word
“Global” now is included in the University of North Carolina’s, Gillings School of
4/15/10
2
Attachment C
Global Public Health. Global Health departments, institutes, and centers are at
prominent universities, including: Johns Hopkins, Harvard, Duke, University of
California – Berkeley, University of Washington, New York University, George
Washington University, Emory University, University of California – San
Francisco, University of Michigan, Ohio State University, and the University of
Alabama.
B. In addition, provide the following information:
1. Semester/Year of Program Initiation -- The program will begin in the
Spring of 2011 .
2. Semester/Year Full Implementation of Program – It will be fully
implemented immediately --- Spring 2011 .
3. Semester/Year First Certificates will be awarded --- Certificates will be
awarded in 2012 .
4. Annual Number of Graduates expected (once program is established) --- 15
5. Projected Future Trends for number of students enrolled in the program --Immediate and intermediate planning will target a group of
approximately 15 students, although if early demand is greater the
Program will strive to accommodate them. If the need is sustained or
the program size is unable to meet the demand, then consideration will
be made for expansion to 25 – 30 students per year but this will require
a re-evaluation of resource needs to match the demand.
3.
There must be substantial evidence that student demand for the program will be sufficient
to sustain reasonable enrollments in the program.
A. Provide documentation of the student interest in the program, and define what a
reasonable level of enrollment is for a program of this type. Provide evidence that student
demand will be sufficient to sustain reasonable enrollments.
A survey was conducted in December, 2009 and January, 2010 of graduate students
in the UGA Colleges of Public Health and the School of Public and International
Affairs. A total of 62 graduate students (78% of those responding) said they were
interested in a graduate certificate program in global health. Of those, 45 (56% of
those responding) stated they would be “very interested” in the certificate program.
Previous surveys by the College of Public Health have demonstrated similar levels of
interest.
It is very difficult to predict future trends. The College of Public Health at UGA is
growing rapidly, as are other colleges and schools of public health nationally. New
programs at these colleges and schools of public health focusing on global health are
being developed. Federal funders are demonstrating ever increasing interests in
global health, suggesting an extended interest and need. The process of health care
“reform” is turning to global examples to seek solutions to our national problem
and that will likely continue for quite some time.
B. In addition, provide the following information:
4/15/10
3
Attachment C
To what extent will minority student enrollments be greater than, less than, or
equivalent to the proportion of minority students in the total student body?
Approximately 35% of students in the College of Public Health are minority students,
with 20% being African American. This is well above the average for UGA. It is
estimated that this program will have numbers similar to other classes in the College
of Public Health. Recognizing that health disparities are a major issue in global
health and that minority students have interests and orientation toward disparities,
they may well be drawn to global health to further understand health care disparities.
4. The design and curriculum of the program must be consistent with appropriate
disciplinary standards and accepted practice.
Provide the following information:
A.
Present a detailed curriculum outline of the program listing specific course
requirements (to include programs of study, course prefix, number, and title).
Total required credits for the Certificate in Global Health are 18 credits. This
graduate certificate program requires that all courses be at the graduate level. All
students will be required to take the course in Global Health Policy. Students will
then be required to select 2 courses (“Selectives”) from among a list of 4 options.
They will be required to take 3 – 6 credits of electives. They may choose courses
from the “Selective” list as electives, take an extended internship (total of 6 credits
instead of the minimum required of 3) or take electives from the list below. An
internship is required. It will be a minimum of 3 credits and a maximum of 6
credits. Those students taking 6 credits of internship will only be required to take
3 credits of electives. Those students taking 3 credits of internship will be required
to take 6 credits of electives. Students will be required to do the internship in a
field of global health, either outside of the US or in the US.
All students in the Certificate Program will attend an evening educational session
three times per year. This non-credit generating event will bring all students
together, providing social, cultural, and professional cohesiveness.
4/15/10
4
Attachment C
Course Number
Global Health Policy
HPAM 7900
Global Health Systems
Environmental Issues in the Developing
World
Principles and Practice in Global
Epidemiology
Health Education & Promotion in Global
Health
HPAM 8500
Credits
Total
Possible Required
EHSC 6400
EPID 8610
HPRB 7480
Electives **
Internship in Global Health ***
PBHL 7560
Select 2
Total
Required
Required
3
3
3
3
3
3
3
3
3
3
6
Required credits:
minimum 3, maximum 6
6
3
Required credits:
minimum 3, maximum 6
12
TOTAL CREDITS
credits
6
credits
18
* students may take extra "selectives" as electives
** a list of electives from throughout the University is provided below
*** students may take 3 elective credits and apply them to the internship
experience making a 6 credit internship
Electives
EPID 8500
DMAN 7353
DMAN 8350
Infectious Disease Epidemiology
Disaster Management - Middle East
Public Health Consequences of Disasters
Grady School of Journalism
JRMC 8040
JRMC 7355
JRMC 7356
JRMC 8130
JRMC 8165
International Mass Communication
Health and Medical Journalism
Advanced Health and Medical Journalism
Mass Media & Public Health
Public Health Communication
School of Public & International Affairs
GPST 6000
INTL 6600
INTL 8210
Global Policy Analysis
Intl Policy Formation &Implementation
Intl Policy Formation & Implementation
4/15/10
5
Attachment C
INTL 8230
INTL 8230
INTL 8240
INTL 8260
INTL 8280
INTL 8375
PADP 8240
Franklin College of Arts & Sciences
INTL(AFST) 8345
ALDR(AFST)(LACS) 6710
HIST(AFST) 6510
ANTH 8570
ECOL(ANTH) 8110
SOCI(ANTH) 6450
MIBO(PBHL)(IDIS)(BHSI)
8260
SOCI(WMST) 8290
WMST 8030
School of Social Work
SOWK(MNPO) 7397
International Organization
International Conflict
International Political Economy
Human Rights Policy
Nationalism & Ethnic Conflict
Comparative Political Institutions
Nonprofit Org. Intl Per.: INGOs and Glob.
Comp. Politics of Sub Saharan Africa
International Agricultural Development
Famine & Food Systems in Africa
Economic Development and Health
Trop. Ecological and Cultural Systems
Sociopolitical Ecology
Global Trop. & Emerg. Infect. Disease
Global Perspectives on Gender
Transnational Gender Studies
Advanced Policy Analysis
MGMT 7570
MIST 7680
ECON 8510
ECON 8520
Global Management Strategy
Globalization and Information Systems
International Economics I
International Economics II
College of Pharmacy
PHRM 5470
Intl Comp. Pharm. Ser. & Care Del.
VETM 5201
International Veterinary Medicine
Individual student requests: Students may make special requests to the
Program Director for other electives at UGA that could be useful to their
individual educational needs.
4/15/10
6
Attachment C
B. Identify which aspects of the proposed curriculum already exist and which
constitute new courses.
All courses currently exist. No new courses will be needed
C. Identify model programs, accepted disciplinary standards, and accepted curricular
practices against which the proposed program could be judged. Evaluate the extent
to which the proposed curriculum is consistent with these external points of
reference and provide a rationale for significant inconsistencies and differences that
may exist.
A model Certificate in Global Health has recently been established by the
Gillings School of Global Public Health at the University of North Carolina, an
internationally acclaimed School of Public Health and University. It is a
graduate program. It requires a single “foundation” course (students have a
“selective” option of choosing either “Globalization in Health” or
“Interdisciplinary Perspectives in Global Health”). They then must take two
semesters of a “Global Health Discussion Series”, followed by two electives.
Graduate students who have a thesis or dissertation requirement, must have
that study completed on a topic in Global Health. The major difference
between the UNC and the UGA proposal is that the UGA program is longer
and more comprehensive (18 credits) versus the UNC program which is
briefer and less comprehensive (10 credits). Additionally, the UGA program
will require a 6 credit (minimum) internship, while the UNC program requires
a thesis/final project focused on global health. The additional credit
requirements by the UGA program are in added course requirements as the
UNC thesis requirement and the UGA internship requirement have similar
credit status.
http://www.sph.unc.edu/globalhealth/certificate/
D. If program accreditation is available, provide an analysis of the ability of the
program to satisfy the curricular standards of such specialized accreditation.
4/15/10
7
Attachment C
The College of Public Health is accredited by CEPH (the Council on
Accreditation for Public Health). There is no separate accreditation for global
health, although CEPH considers global health as a key area in public health.
5. Faculty resources must be adequate to support an effective program.
A. Define the size, experience, and specializations of the full-time faculty needed to
support an effective program. Identify the extent to which such faculty resources
currently exist at the institution, and what additions to the faculty will be needed to
fully implement the program. Specify how many full-time faculty will provide direct
instructional support to this program.
1. The Certificate Program will be directed by the Center for Global
Health and its Director, who will be the Director of the Certificate
Program. The core courses will be taught by faculty in the College of
Public Health with the overall responsibility of their curricular efforts
for the Certificate Program being held by the Certificate Program
Director but likewise being the responsibility of the Dean of the College
of Public Health, the Associate Dean for Academic Affairs, and the
Department Heads.
2. Five existing faculty members will serve as the key instructors in the
core certificate program courses. Many other faculty from the College
of Public Health and other colleges/schools at UGA will be involved in
the internship activities and in teaching the electives. The faculty are
purposefully being identified as a core in the College of Public Health
who will be able to coordinate the educational experience carefully
combined with a broad and diverse group of faculty from many
colleges and schools at UGA who add educational diversity to the
experience of individual students. The additional faculty will include
those teaching electives and those supervising internships. As most
internships will likely be in public health fields, the vast majority of the
additional faculty will be College of Public Health faculty. Their names
can be found on the CPH web site.
B.
In addition, for each faculty member directly involved in this program, list:
1.
2.
3.
4.
Name, rank, degrees, academic specialty, educational background
Special qualifications related to this program
Relevant professional and scholarly activity for past five years
Projected responsibility in this program and required adjustments in current
assignments
Details on the “core” faculty are provided below; as there will be numerous other
faculty involved in internships and electives they are not individually listed.
4/15/10
8
Attachment C
Richard Schuster, MD, MMM
EDUCATIONAL BACKGROUND
M.M.M. (Master of Medical Management), Tulane University School of Public Health (2000)
Post-Doctoral Training: University of Rochester, Internal Medicine residency, including Chief Medical
Resident (1976 – 1980)
M.D. University of Rochester (1976)
B.A. University of Pennsylvania [Cum Laude, with Distinction in Biology] (1972)
ACADEMIC POSITIONS
2009 2009 2008 - 2009
2007 - 2009
2004 - 2009
2004 - 2007
2000 - 2008
1996 - 1999
1990 - 1995
1988 - 1990
1980 - 1988
1979 - 1980
1976 - 1979
Professor, College of Public Health, University of Georgia
Graduate Faculty, School of Graduate Studies, University of Georgia
Oscar Boonshoft Chair and Professor of Medicine, Center for Global Health Systems,
Management, & Policy, Departments of Community Health and Internal Medicine, Wright
State University School of Medicine
Graduate Faculty, School of Graduate Studies, Wright State University
Associate Professor of Management, Raj Soin College of Business, Wright State
University
Graduate Faculty (Associate), School of Graduate Studies, Wright State University
Oscar Boonshoft Chair and Associate Professor of Medicine, Center for Global Health
Systems, Management, & Policy (formerly Division of Health Systems Management),
Departments of Community Health and Internal Medicine, Wright State University School
of Medicine
Associate Professor of Clinical Medicine, Department of Medicine, Wright State
University, School of Medicine
Clinical Assistant Professor, Department of Medicine, University of Rochester, School of
Medicine
Clinical Senior Instructor, Department of Medicine, University of Rochester, School of
Medicine
Clinical Instructor, Department of Medicine, U. of Rochester, School of Medicine
Instructor, Department of Medicine, University of Rochester, School of Medicine
Assistant, Department of Medicine, University of Rochester, School of Medicine
SPECIAL QUALIFICATIONS RELATED TO THIS PROGRAM, RESPONSIBILITY
ADJUSTMENTS
Dr. Schuster will serve as Global Health Certificate Program Director and the instructor for the Global Health
Systems Course. These are added responsibilities for him. He is a Professor of Health Policy and Management
4/15/10
9
Attachment C
in the College of Public Health and Director of the Center for Global Health at UGA. He is board certified in
internal medicine, having completed a residency in internal medicine and serving as Chief Medical Resident at
the University of Rochester. He is the former Oscar Boonshoft Chair of Health Systems Management and
founder of the Center for Global Health Systems, Management, and Policy at Wright State University where he
also served as MPH Program Director. He has and is currently conducting global health research. He has
made numerous scholarly presentations at the international level. He has supervised students in research and
learning in overseas work. He has created and administered a masters degree program (MPH), a certificate
program (Health Care Management), and was an Associate Program Director for an internal medicine
residency program. His course in Global Health Systems (HPAM 8500) received the highest teaching
evaluations of any in the Dept. of Health Policy and Management in the last semester.
REVELANT PROFESSIONAL ACTIVITY PAST FIVE YEARS
2009
2009
2007
2006
2006
2005
Developed and taught: Global Health Systems (HPAM 8500), University of Georgia
Created and received approval: Center for Global Health created at University of Georgia
Advisor: Executive Committee, Global Initiative on Asthma (GINA), Amsterdam
Advisor: Implementation Committee, Global Initiative on Asthma (GINA), Toronto
Elected: Phi Beta Delta International Education Honorary Society
Center for Global Health Systems, Management, & Policy created at Wright State
University
2004 - 2006 Chair, Evaluation – Outcomes – Economics Committee, Pan American Cardiovascular Health
Promotion Initiative, NHLBI – Pan American Health Organization
12.
13.
14.
15.
16.
17.
18.
19.
SCHOLARLY ACTIVITY FOR PAST FIVE YEARS
Publications
Harvey, C. M., Schuster, R. J., Durso, F. T., Matthews, A. L., & Surabattula, D. Human Factors of
Transition of Care. In P. Carayon (Ed.), Handbook of Human Factors and Ergonomics in Healthcare and
Patient Safety. Mahwah, NJ: Lawrence Erlbaum Associates, Inc, 2007.
Crites, Gerald E, James R Ebert, Richard J S(c)huster, “Beyond the Dual Degree: Development of a Five
Year Program in Leadership for Medical Undergraduates,” Academic Medicine, 2008, 83(1):52-58.
Schuster, Richard J., Nancy A. Terwoord, and Joseph Tasosa, “Translational Research – Implementation of
NHLBI Obesity Guidelines in a Primary Care Community Setting: the Physician Obesity Awareness
Project,” Journal of Nutrition, Health, & Aging, 12(10):704S, 2008.
Subban, Jennifer, Nancy A Terwoord, and Richard J. Schuster, “With or Without Intent: How Racial
Disparities Prevent Effective Implementation of Care,” Journal of Nutrition, Health, & Aging, 12(10):770S,
2008.
Tasosa, Joseph, Richard Schuster, and John S. McAlearney, "Cost-effectiveness of Treating Hypertension,
Hyperglycemia and Hyperlipidemia in African Americans and the General Population with Type 2 Diabetes,"
Journal of Health Care for the Poor and Underserved, 21(1):161-176, 2010.
Schuster, Richard; Ruvie Rogel; Rebecca Smolak; Scott Fraser, “Measuring the Effectiveness of Mass
Media Messages Created by Public Health Leaders”, Prehospital and Disaster Medicine, (Abstract),
Supplement:S1, 2010.
Eddy, Christopher, Eriko Sase, and Richard Schuster, “Pandemic Influenza H1N1 2009: Public Health
Emergency Response,” Georgetown Public Policy Review, accepted for publication.
Schuster, Richard, Joseph Tasosa, Sylvia Ellison, Barbara Pryor, Nancy Terwoord, “The Impact of a
Mass Media Social Marketing Campaign for Cardiovascular Risk Reduction in African Americans The
„Know Your Numbers‟ Campaign”, submitted for publication.
4/15/10
10
20.
Attachment C
Richard J Schuster, MD, MMM, Olivier Steichen, MD, Oluseye Ogunmoroti, MBBS, Sylvia Ellison,
MA, Nancy Terwoord, RN, Didier Duhot, MD, and Michel Beaufils, MD, “Physician Cardiovascular
Disease Risk Factor Management: Practices in France versus the United States”, submitted for publication.
Presentations (International)
2010
2010
2009
2009
2008
2007
2007
“Global Cardiovascular Disease Risk Factors: A Multinational Evaluation,” University of West Indies,
Mona, Jamaica
“Measuring the Effectiveness of Mass Media Messages Created by Public Health Leaders”, IPRED,
Tel Aviv, Israel
“Global Cardiovascular Disease Risk Factors: A Multinational Evaluation,” Tapion Hospital, St. Lucia
“Global Cardiovascular Disease Risk Factors: A Multinational Evaluation,” Centre Hospitalier
Universaitaire de Fort de France, Martinique
Visiting Professor, University of Haifa, Haifa, Israel
“A Dissemination and Implementation Model,” Hebrew University, Jerusalem
“Translation and Implementation of Cardiovascular Guidelines,” Executive Committee, Global
Initiative for Asthma, Amsterdam
Monica Gaughan, PhD
EDUCATION
1999
1997
1992
1989
Ph.D. Sociology, University of North Carolina at Chapel Hill
M.A. Sociology, University of North Carolina at Chapel Hill
M.P.A. Health Care Policy, Syracuse University
B.A. Political Science, New College of the University of South Florida
ACADEMIC POSITIONS
2006-
Assistant Professor of Public Health, Department of Health Policy and Management, College of
Public Health, University of Georgia, Athens, GA
Academic specialties: research evaluation, public health labor force and global migration, young adult life course
transitions and health behavior
SPECIAL QUALIFICATIONS RELATED TO THIS PROGRAM
National Research Predoctoral Service Award, Carolina Population Center, University of North Carolina at Chapel
Hill
Comprehensive exams in Fertility, Migration, Mortality, Aging and Life Course
Experience teaching abroad in France and Australia. Significant international consulting on scientific migration, as
detailed below.
RELEVANT PROFESSIONAL AND SCHOLARLY ACTIVITY FOR PAST FIVE YEARS
Published Teaching Resource:
Gaughan, Monica. 2007. World Food, Population and Environment in David Payne, Loretta
Bass and Rebecca A. Needs (Eds.), Demography Teaching Resources Guide: A Collection of Syllabi,
Assignments, and Other Resources. Washington, DC: American Sociological Association.
International Invited Presentations:
4/15/10
11
Attachment C
“Complex funding streams and research center affiliation among biology faculty at US research
extensive universities.” Workshop on Research Careers, Knowledge Transfer, and Organizational Change
in Public Research Centers. Granada, Spain. December 14 – 17, 2009.
“Policy approaches to diversifying the scientific labor force: Issues of gender, race, and
immigration.” Consejo Superior de Investigaciones Cientificas, Madrid, Spain. September 10, 2008.
“Institutional barriers to women‟s academic career success.” Programme du seminaire doctoral
2008. Universite Paris-Est/Marne-la-Vallee, France. July 8-9, 2008.
American approaches to academic careers. Atelier de Reflexion Prospective (ARP)-Agence
Nationale de Recherche (ANR): Science et societe, Atelier 9. Paris, France.
June 2, 2008.
The USA experience : building databases, mapping value and evaluating research. PRIME.
Oslo, Norway. May 26-27, 2008 (by video due to visa problem).
“Applying curriculum vitae analysis to ASEAN scientists and engineers.” Canberra, Australia.
November 19-23, 2007.
Marsha Black, PhD
EDUCATION
Ph.D. Ecology (Aquatic Toxicology), (1989), The University of Tennessee, Knoxville, TN
B.A. Comprehensive Science, (1975) Converse College, Spartanburg, SC
ACADEMIC POSITION
Associate Professor, Department of Environmental Health Science
Interim Assistant Dean, College of Public Health
a) Aquatic toxicology research in Hungary (Tisza River); 1 publication
Black, MC and PL Williams. 2001. Preliminary assessment of metal toxicity in the Middle Tisza River (Hungary)
Flood Plain. Journal of Soils and Sediments 1: 203-206
NSF - OTKA - MTA Workshop, Natural attenuation of metals along the Tisza River floodplain-wetlands
continuum, Budapest, The Tisza Region, Hungary, Sept 15-19, 2002 (invited participant; gave invited presentation)
Cooperative Monitoring of the Tisza River, Hungarian Ministry of Education and US-Hungarian Science and
Technology Joint Fund, 7/01- 6/02, $2,400, Co-PI with Klara Szeker, Szent István University, Gödöllő, Hungary
4th Tisza Conference, Szent István University, Gödöllő, Hungary, May 21, 2001, gave invited paper
b) Invited workshop participant with 2 invited papers: First Vietnamese-US Workshop on Ecosystem Assessment,
Management and Restoration, Hanoi, Vietnam, March 17, 2004
c) Participated in Study Abroad Program in Vietnam (Maymester 2006) with Bob Galen and Jace Weaver. Taught
1 course (EHSC 4400) The course featured a very well-received service learning exercise, in which the students
prepared and presented a citizen‟s water quality monitoring workshop to Vietnamese students. Articles on the
service learning exercise were featured in recent newsletters of Georgia Adopt-a-Stream and the Association of
Environmental Health Academic Programs (AEHAP). The AEHAP Newsletter can be accessed at
http://www.aehap.org/html_newsletter/news_200611.html.
d) UGA International Fellow, 2000-2001
REVELANT PROFESSIONAL & SCHOLARLY ACTIVITY FOR PAST FIVE YEARS
1. Konwick, BJ, AT Fisk, AW Garrison, JK Avants and MC Black. 2005. Acute enantioselective toxicity of
fipronil and its desulfinyl photoproduct to Ceriodaphnia dubia. Environmental Toxicology and Chemistry
24:2350-2355.
2. Konwick, BJ, AW Garrison, MC Black, JK Avants, and AT Fisk. 2006. Bioaccumulation, biotransformation,
and metabolite formation of fipronil and chiral legacy pesticides in rainbow trout. Environmental Science and
Technology 40:2930-2936.
4/15/10
12
Attachment C
3. Overmyer JP, DR Rouse, AW Garrison, JK Avants, ME DeLorenzo, KW Chung, PB Key, WA Wilson, MC
Black. 2007. Toxicity of fipronil and its enantiomers to marine and freshwater non-targets. Journal of
Environmental Science and Health Part B 42:471-480.
4. Henry, TB and MC Black. 2007. Mixture and single-substance acute toxicity of selective
serotonin reuptake inhibitors in Ceriodaphnia dubia. Environmental Toxicology and Chemistry 26:1751-1755.
5. Wilson, WA, BJ Konwick, AW Garrison, JK Avants, MC Black. 2008. Enantioselective chronic toxicity of
fipronil to Ceriodaphnia dubia. Archives of Environmental Contamination and Toxicology 54:36-43.
6. Henry, TB and MC Black. 2008. Acute and chronic toxicity of fluoxetine (SSRI) in western mosquitofish.
Archives of Environmental Contamination and Toxicology 54:325-330.
7. Ziegeweid, JR, CA Jennings, DL Peterson, MC Black. 2008. Effects of salinity, temperature, and weight on the
survival of juvenile shortnose sturgeon. Transactions of the American Fisheries Society 137:1490-1499.
8. Shoults-Wilson, W.A., Peterson, J.T., Unrine, J.M., Rickard, J., Black, M.C. 2009. The Asian clam Corbicula
fluminea as a biomonitor of trace element contamination: Accounting for natural sources of variation using a
hierarchical model. Environmental Toxicology and Chemistry 28:2224-2232.
9. Conners, DE, ER Rogers, KA Armbrust, J-W Kwon and MC Black. 2009. Growth and development of tadpoles
(Xenopus laevis) exposed to selective serotonin reuptake inhibitors, fluoxetine and sertraline, throughout
metamorphosis. Environmental Toxicology and Chemistry 28:2671-2676.
10. Ziegeweid, JR and MC Black. Hematocrit and plasma osmolality values of young-of-year shortnose sturgeon
following acute exposures to combinations of salinity and temperature. Fish Physiology and Biochemistry (in
press)
11. Shoults-Wilson, W.A., Unrine, J.M., Rickard, J., Black, M.C. Comparison of metal concentrations in
Corbicula fluminea and Elliptio hopetonensis in the Altamaha River System Environmental Toxicology and
Chemistry (accepted)
Texts
Ankley, GT, MC Black, J Garric, TH Hutchinson and T Iguchi. 2005. A framework for assessing the hazard of
pharmaceutical materials to aquatic species, in R. Williams (ed), Human Pharmaceuticals: Assessing the
Impact on Aquatic Ecosystems. SETAC Press, Pensacola, FL
PROJECTED RESPONSIBILITY IN THIS PROGRAM AND REQUIRED ADJUSTMENTS
FROM CURRENT : Dr. Black currently teaches EHSC 6400 Environmental Issues in the Developing
World (offered SP semester) which is a selective for the Certificate Program. No adjustments in
assignment are needed
Carol Cotton, PhD
Ph.D. University of Georgia, College of Education, Dept. of Health Promotion and Behavior (1995-1999)
M.Ed. University of Georgia, College of Education, Dept. of Health Education (1977-1978)
B.S.Ed. University of Georgia, College of Education, Dept. of Physical Education (1973-1977)
ACADEMIC POSITION
Academic Professional
4/15/10
13
Attachment C
Dr. Cotton teachs study abroad in Croatia Maymester, teach the undergraduate international health promotion
course, lived overseas for almost 10 years and worked with a variety of NGOs and US government agencies in the
health area.
RELEVANT PROFESSIONAL AND SCHOLARLY ACTIVITY FOR PAST FIVE YEARS PRESENTATIONS
Cotton, C.; Parker, P.; Barlament, J.; Fors, S. (April 25 - April 30, 2009): Rural Roads in Georgia, USA: "Can One
Person Make A Difference On Rural Traffic Safety?", International Traffic Medicine Association Conference
(ITMA), The Hague, Brussels, Belgium
Cotton, C; Mitchell, J.; Barlament, J; Fors, S: Rural Roads in Georgia: Can One Person Make a Difference on Rural
Traffic Safety? The 2nd Asia Pacific Injury Prevention Conference/The 40th Asia-Pacific Academic Consortium
for Public Health (APACPH) Annual Conference, Hanoi, Vietnam, November 4 – 6, 2008
Cotton, C.; Grimes, A.; Kirkbride, E.; Davidson, S.; Fors, S. (June 10-15, 2007). Regional Community Liaison
Project: A New Approach to Traffic Safety in Georgia. IUHPE World Conference, Vancouver, Canada;
Cotton, C.; Fors, S.; Walker, W.; Magee, K.; Kirkbride, E. (October 16-18, 2006). Seatbelt Use and Public Policy
Issues in Georgia. Presented at the International Traffic Medicine Congress, Melbourne, Australia.
FROM CURRENT : Dr. Cotton currently teaches HPRB 7840 Health Education & Promotion in
Global Health which is a selective for the Certificate Program. No adjustments in assignment are needed
Anil Mangla, PhD
Ph.D. Texas Tech University
M.P.H. University of Minnesota
M.S. University of Texas
B.S. University of Kwazulu, South Africa
ACADEMIC POSITION
Adjunct Assistant Professor
Dr. Mangla was an adjunct professor at the University of Indiana, School of Medicine in the Department of Public
Health where his focus was on the international health in developing countries concentrating on HIV, TB and
Malaria.
RELEVANT PROFESSIONAL AND SCHOLARLY ACTIVITY FOR PAST FIVE YEARS
Dr. Mangla is the chief lead epidemiologist for the Georgia Department of Human Resources, Division of Public
Health. Prior to this appointment he served as an epidemiologist at the Indiana State Department of Health. After
immigrating to the United States in the 1980‟s he completed his M.S. in Chemistry at University of Texas and his
Ph.D at Texas Tech University under the mentorship of Dr William David Nes, a world-renowned researcher in
Infectious Diseases. Dr. Mangla was a Postdoctoral Fellow in the Department of Chemistry, University of
Minnesota from 1998 to 2001 working on anti-viral drug design on the HIV / AIDS virus. He was the supervisory
toxicologist at MEDTOX laboratories from 2001-2003. During this phase of his career he focused efforts in
occupational toxicology.
4/15/10
14
Attachment C
FROM CURRENT: Dr. Mangla will be adding his course, EPID 8610, to the Epidemiology curriculum.
No adjustments in assignment are needed
C. Where it is deemed necessary to add faculty in order to fully develop the program give
the desired qualifications of the persons to be added.
No added faculty are required for this program
6. Library, computer, and other instructional resources must be sufficient to adequately support
the program.
A. Describe the available library resources for this program and the degree to which
they are adequate to support an effective program. Identify the ways and the extent
to which library resources need to be improved to adequately support this program.
The University’s current library resources (paper and electronic) will meet the
program needs.
B. Likewise, document the extent to which there is sufficient computer equipment,
instructional equipment, laboratory equipment, research support resources, etc.
available to adequately support this program. Specify improvements needed in
these support areas.
The University’s current equipment and support resources will meet the
program needs. The program anticipates coordinated efforts with the Office
of International Education.
7. Physical facilities necessary to fully implement the program must be available.
Describe the building, classroom, laboratory, and office space that will be available for this
program and evaluate their adequacy to fully support an effective program. Plans for
allocating, remodeling, or acquiring additional space to support the program‟s full
implementation of the program should also be identified.
The Center for Global Health offices are currently in the Coverdell Building. The
Certificate Program will be supported by the Center for Global Health. As the
College of Public Health moves to the “Naval Supply School” Campus to form the
UGA Health Center Campus, the Center for Global Health and the Certificate
Program are expected to move to that campus with its facilities. No specific needs are
currently identified specifically for the Certificate Program other than those provided
by the College of Public Health.
4/15/10
15
Attachment C
8. The expense to the institution (including personnel, operating, equipment, facilities, library,
etc.) required to fully implement the program must be identified.
i. Detailed funding to initiate the program and subsequent annual additions required to
fully implement the program are needed below. Estimates should be based upon funding
needed to develop an effective and successful program and not upon the minimal
investment required to mount and sustain a potentially marginal program
The Certificate Program in Global Health will have a graduate assistant who will
report to the Director of the Certificate Program, who is also the Director of the
Center for Global Health. The administrative assistant of the Center for Global
Health will provide 25% support to the Certificate Program. Direct operating costs
to administer the Certificate Program are estimated to be $10,000 per year. There
are no planed capital or library outlays. All costs (personnel and operating) will be
supported by the College of Public Health.
First Year
Second Year
Third Year
(1) Personnel
$7,500
$7,500
$8,000
(2) Operating Costs
$10,000
$10,500
$11,000
(3) Capital Outlays
___0__
___0__
___0__
(4) Library Acquisitions
___0__
___0__
___0__
(5) TOTAL
$17,500
$18,000
$19,000
ii. Indicate the extent of student support (fellowships, assistantships, scholarships, etc.)
available for this program, and evaluate the adequacy of this support. Assistantships
funded from institutional (as opposed to sponsored) funds should be included in this
funding analysis as well.
The Certificate Program in Global Health will have a graduate assistant who will
report to the Director of the Certificate Progam, who is also the Director of the
Center for Global Health.
9. Commitments of financial support needed to initiate and fully develop the program must be
secured.
A. Identify the sources of additional funds needed to support the program and the
probability of their availability.
4/15/10
16
Attachment C
The direct costs of the Certificate Program will be borne by the College of
Public Health. They have already been secured and have been committed by
the Dean of the College of Public Health in his letter of support attached to
this document.
B. It is particularly important to include in this response the long-range plans for
additional or expanded facilities necessary to support an effective program.
Evaluate the timing and likelihood of such capital funding.
Universities and Colleges/Schools of Public Health throughout the US (and
internationally) are creating Centers and Institutions of Global Health.
Integral to them are graduate programs in Global Health, whether they be
masters degrees, doctoral degrees, or certificate programs. Some have been
funded with large capital outlays – Emory at $110 M, Duke and Boston
University multi-million dollar – and others like UGA are starting with
current resources. The field of Global Health is growing rapidly and funding
from education and research are expected to expand:
http://www.insidehighered.com/news/2009/09/14/health
On a long range basis, UGA will need to continue to provide in-kind support
to this effort and look for opportunistic approaches to get added funding to
compete with its peers in this newly burgeoning field.
It is anticipated that the creation and successful maintenance of his Certificate
Program will attract additional high quality graduate students to the various
graduate programs at UGA that are participating in the program.
10. Provisions must be made for appropriate administration of the program within the institution
and for the admission to and retention of students in the program in keeping with accepted
practice.
Describe and evaluate the structure for the administration of the program. Explain the
degree to which that structure is in keeping with good practice and accepted standards.
Similarly, explain how and by what criteria students will be admitted to and retained in the
program, and how these procedures are consistent with accepted standards for effective
and successful programs.
The Certificate Program in Global Health will be managed and led by the Center for
Global Health and its Director, which in turn is a unit of the College of Public Health
at UGA. The Certificate Program Director will have ultimate authority and
responsibility for the Certificate Program in Global Health. The program will have a
graduate assistant and support from an administrative assistant to coordinate the
program and to assure that the program runs smoothly, that students have good
access to faculty, that the admissions process is effective and efficient. Good practices
and standards will be maintained by the accreditation requirements defined by the
4/15/10
17
Attachment C
College of Public Health’s accrediting body – the Council for Education in Public
Health (CEPH) and those practices required of certificate programs by the School of
Graduate Studies. Students will be admitted to the Certificate Program on a
competitive basis from throughout the University. Selection decisions will be made
by the Core Faculty and be the ultimate responsibility of the Certificate Program
Director. Students selected will either be current students in graduate programs at
UGA or prospective graduate students. Students will be retained in the program by
the practices and policies established for graduate students at UGA, as defined by the
School of Graduate Studies.
4/15/10
18
Attachment C
The University of Georgia
Dean's Office
April 12,2010
Richard Schuster, MD
Center for Global Health
RE: Graduate Certificate Program in Global Health
Dear Dr. Schuster,
I support the approval of a Graduate Certificate in Global Health at UGA.
The College of Public Health has identified global health as a major initiative of the College.
This reflects the dramatically increased interest and commitment to Global Health nationally and
internationally.
Throughout the United
States
schools
of public
health and the parent
Association of Schools of Public Health have identified global health as a priority. The College
of Public Health at UGA similarly considers global health as a key strategic direction.
Integral to the promotion of global health at UGA is the creation of a graduate certificate
program in global health.
The College has developed three new courses in anticipation of this
course; additionally, we already have other courses that will be key courses in the Graduate
Certificate program.
Furthermore, the College has committed the needed resources to support
the Graduate Certificate in Global Health.
We fully support the proposal and urge the approval of a Graduate Certificate in Global Health.
Sincerely,
Phillip L. Williams, Ph.D.
Dean
Paul D. Coverdeli Center for Biomedical and Health Sciences • Athens, Georgia 30602-7396
Telephone (706) 542-0939 • Fax (706) 542-6730
An Equal Opportunity/Affirmative Action Institution
Attachment C
- - - - - - - 1785 - - - - - - -
The University ofGeorgia
School of Public and International Affairs
Office of the Dean
April 8, 2010
Richard J. Schuster, MD, MMM
Professor of Health Policy and Management
150-B Coverdell Center
500 D. W. Brooks Drive
Athens, GA 30602-7396
Dear Richard:
Thank you for sharing with me the proposal from the College of Public Health for
a Graduate Certificate Program in Global Health. I enjoyed reading it and believe that
such a program would be of interest to students from various colleges and schools across
the University, including students from the School of Public and International Affairs. It
would be a welcome addition to the range of extra-degree opportunities available to
graduate students in our Department of International Affairs and our Department of
Public Administration and Policy. I notice that you have included several appropriate
courses from these departments among the list of electives that might be included in a
student's certificate program.
I am pleased to support this proposal. Best wishes for success.

Sincerely,
..
\~
Thomas P. Lauth
Dean
Candler Hall • Athens, Georgia 30602-1492 • Telephone (706) 542-2059 • Fax (706) 583-0095
aID
- - - - - - -
I
Attachment C
785 - - - - - -
-----------------®
The Center for Tropical and Emerging Global Diseases
April 8, 2010
Dear Dr. Schuster,
I am pleased to offer my support for the creation of a Graduate Certificate in Global Health at
UGA.
As the Director of the Center for Tropical and Emerging Global Diseases (CTEGD) here at UGA, I
am pleased to see the development of a formal educational program in global health at the
graduate level. I believe this educational program will complement our research enterprise.
Students in the newly proposed program will gain a broad understanding of global health issues
and over time this should clearly support the research and training efforts ofthose in CTEGD as
well as others doing global health research at UGA.
This Certificate program appears designed to draw students and faculty from throughout the
University. This should expand UGA's competency to compete for multi-disciplinary grants and
further enhance the overall reputation of the University.
I support the proposal for the University to establish a Graduate Certificate in Global Health and
believe that the approach developed in the proposal is reasonable and sound.
Daniel G. Colley, P D
Director, Center for Tropical and Emerging Global Diseases (CTEGD)
Director, Schistosomiasis Consortium for Operational Research and Evaluation (SCORE)
Professor of Microbiology
Paul D. Coverdell Center - Athens, Georgia 30602-7399
Telephone 706-583-0861- Fax 706-542-3582 - www.ctegd.uga.edu
An Equal Opportunity/ Affirmative Action Institution
aID
Attachment C
- - - - - - - 1785 - - - - - -
----------------®
Office ofthe Dean
Richard Schuster, N1D
April 8, 2010
Dear Dr. Schuster,
I am happy to provide my full support for the approval of a Graduate Certificate in Global
Health at UGA. A number of departments and institutes that would offer courses toward this
certificate program have expressed their enthusiastic support} and overall, the Franklin College
of Arts and Sciences sees great value in creating a Graduate Certificate Program in Global
Health at UGA. Students will gain a broader understanding of global health issues; culture}
anthropology, language and the biologically oriented sciences could all be involved. This
Certificate program will draw students and faculty from throughout the University, and I believe
it will complement our existing programs.
I would like to see this proposal approved and fully support having the University establish a
Graduate Certificate in Global Health.
~j~~
Garnett S. Stokes, PhD
Dean
Old College
>
Athens, Georgia 30602-1732
An Equal Opportunity/ Affirmative Action Institution
-
diD
1785 -
Attachment C
_
Office of the Associate Provost
International Education
April 7, 2010
Dear Dr. Schuster,
I am delighted to see the creation of a UGA Graduate Certificate in Global Health.
. The Office of International Education (DIE) is dedicated to promoting UGA's internationalization
through study abroad, research, curriculum development, and the exchange of international students,
scholars, and faculty. This educational program clearly supports this mission. We are especially
attracted to this Certificate Program as it seeks to bring together graduate educational
experiences for students in various colleges and schools of the University.
I strongly support this proposal and recommend that it be approved. It would be highly
desirable for UGA to have a Graduate Certificate in Global Health.
Sincerely,
Kavita Pandit
Associate Provost for International Education
Bank of America Bldg.• Athens, Georgia 30602 USA • Telephone 706-425-2946 • Fax 706-425-3152
An Equal Opportunity/Affirrnative Action Institution
-----
--~---
Attachment C
(ffi)
_ _ _ _ _ _ _ 1785
_
Grady College
Journalism and Mass Communication
April 5, 2010
Dear Dr. Schuster,
I am writing to express my enthusiasm and support for the approval of a Graduate Certificate in
Global Health here at UGA. For the past five years, I have been co-sponsoring an annual series
of lectures called Global Diseases: Voices from the Vanguard. These lectures draw large
audiences from across campus, confirming widespread interest in the health problems that
threaten large populations around the world.
In addition to enriching the intellectual climate at UGA, I believe a Graduate Certificate Program
in Global Health will complement the Grady College MA Concentration in Health & Medical
Journalism. A more informed, research-based view of global health issues can help HMJ
students be better interpreters of-the world for audiences in the United States and in other
countries. And certainly news organizations would be very interested in journalism graduates
who also earn a certificate in global health.
This proposal has my full support, and I encourage the necessary committees and authorities to
establish a Graduate Certificate in Global Health at the University of Georgia.
Sincerely,
~Fi{j'tl 7/V/hufs
Patricia Thomas
Professor and Knight Chair in Health and Medical Journalism
Grady College of Journalism and Mass Communication
120 Hooper Street • Athens, Georgia 30602
Telephone (706) 542-8506 • Fax (706) 583-0572
[email protected] • grady.uga.edu/knighthealth
-
Attachment D
New Program Proposal
Date:
April 14, 2010
Institution:
School/Division:
Departments:
Dean’s Office
Name of Proposed Program: Doctorate of Philosophy in Veterinary and Biomedical Sciences
Degree:
Ph.D.
Major:
CIP code:
Veterinary and Biomedical Sciences (VBS)
Starting Date:
August 2010
Signatures:
Deans:
___________________________
Sheila Allen, Dean
___________________________
Maureen Grasso, Dean
Graduate School
1
Attachment D
Table of Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Program Description and Objectives
Justification and Need for the Program
A.
Societal Need
B.
Student Demand
C.
Additional Factors
D.
Consultant Reports
E.
Public and Private Institutions in the State of Georgia with Similar Programs
F.
Public and Private Institutions in the Southeast Region with Similar Programs
The Process Used to Develop the Ph.D. Program in Veterinary and
Biomedical Sciences
Curriculum
A.
The Ph.D. Program in Veterinary and Biomedical Sciences
B.
Requirements for the Ph.D. Program
C.
Population Based Research Emphasis
i
Additional Core Requirements
ii
Sample Programs of Study
iii
Course Description
D.
Applied Clinical Research Emphasis
i
ii
iii
Course Description
Inventory of Faculty Directly Involved
Three Outstanding Programs of This Nature in Other Institutions
Inventory of Pertinent Library Resources
A.
Print Materials
B.
Electronic Materials
Facilities
Administration
Assessment
A.
Direct Student Assessment
B.
Learning Outcomes Assessment
Accreditation
Affirmative Action Impact
Degree Inscription
Fiscal and Enrollment Impact and Estimated Budget
2
3
3
3
5
5
6
6
6
6
7
7
10
11
11
12
14
14
15
18
20
22
22
22
22
22
23
23
23
23
23
23
23
23
Attachment D
1.
Program Description and Objectives
The Ph.D. degree program in Veterinary and Biomedical Sciences (VBS) emphasizes
interdisciplinary training and education in veterinary sciences and biomedicine, recognizing the
importance of integrating foundational sciences with clinical research to translate the latest
discoveries at the bench to their application in the clinic and field. The translational aspect of
this program sets it apart from Ph.D. programs focused more narrowly on basic biomedical
sciences. Graduates of this program will have the skills to effectively integrate conceptual and
applied medicine. The objective is to recruit and train a cadre of highly-qualified graduate
students with skills in translational biomedical research. This objective addresses the current
UGA Strategic Plan's "Strategic Visions for UGA in 2010" in two ways: the recommended
investment in research in the veterinary and biomedical sciences and the recommended growth
of the quality and number of graduate students.
Our goal is to expand PhD graduate training to include the seven academic departments
in the college. The College of Veterinary Medicine currently has three existing Ph.D. degree
programs in Infectious Diseases, Physiology and Pharmacology, and Veterinary Pathology that
are administered through each of these respective academic departments. These disciplinespecific programs prepare and train individuals to become highly-qualified, biomedical
scientists. The proposed VBS Ph.D. program is designed to expand and broaden the scope of
biomedical training and research by including graduate faculty and resources in the additional
four clinical departments in the college and to provide a more multidisciplinary and applied
approach than that currently provided by the existing programs. The future of veterinary and
human medicine requires scientists who can efficiently and effectively translate discoveries
from the laboratory bench to medical and field applications, maximizing the societal value of
biomedical research. A broader, multi-departmental, and patient-integrated training model will
prepare interdisciplinary biomedical scientists, who can effectively address applied healthrelated problems.
2.
Justification and Need for the Program
A.
Societal Need
A report by the U.S. National Academies of Science National Research Council,
“Critical Needs for Research in Veterinary Science”, addressed the changing research and
education needs in veterinary medicine and its impact on animal and human health (NRC;
http://books.nap.edu/catalog.php?record_id=11366#toc). The report refers to the “One
Medicine” approach, which emphasizes the commonalities among species and the fact that few
diseases affect exclusively one group of animals. Discoveries made using spontaneous disease
models in non-traditional research animals (e.g., domestic and wildlife species) and more
traditional laboratory animals (e.g., rats and mice) translate into improvements in both
veterinary and human medicine. The animal-human interface is a fundamentally important
interaction that impacts public health, the environment, and the sustainability of domestic and
wildlife populations. Therefore, research in veterinary sciences and veterinary medicine is
highly relevant and important to both animal and human health.
Because it intersects human and animal health, veterinary research is interdisciplinary
in nature. The goal of translational research is to accelerate laboratory discoveries to
3
Attachment D
applications for human and animal patient care. Thus, as stated in the National Research
Council study: “To realize the potential for translating scientific advances into animal health,
veterinarians, and animal scientists must bring their whole-animal understanding to every
phase of research and development, from basic biological research to applied studies.” The
report recommended “an urgent need to provide adequate resources for investigators, training
programs and facilities involved in veterinary research”.
In a 2006 report commissioned by the American Association of Medical Colleges
(AAMC) entitled, “Promoting Translational and Clinical Sciences: The Critical Role of
Medical Schools and Teaching Hospital”, a number of issues were brought to light, which
included: a significant translational gap between research and the development of new
interventions, a shortage of clinical investigators, and academic and financial impediments
towards the training and retention of junior researchers. The AAMC recommendations were
for medical schools to: (1) include translational and clinical research in their core mission; (2)
train translational and clinical investigators as part of an advanced degree program; (3) restructure existing programs so that research training can occur seamlessly through their
medical and residency training; and (4) provide central oversight, administration, and support
for the essential infrastructure for a successful translational/clinical research program.
Building on the arguments laid out in the NRC study on veterinary research and the
AAMC report on human clinical research, the American Association of Veterinary Medical
Colleges (AAVMC), which represents academic veterinary medicine and is analogous to the
AAMC, recently reported on the need for more veterinarians and researchers in population
health (“Veterinarians in Population Health and Public Practice: Meeting Critical National
Needs”). In the AAVMC report, they identified “a critical need for infrastructure in our
colleges and departments to support research and the graduate training of DVM/Ph.D.
scientists in epidemiology, pathology and infectious diseases.” Issues such as public health are
not local or regional in nature but global, as illustrated with recent zoonotic outbreaks (SARS
and avian influenza). Pandemic diseases can only be adequately addressed through
collaborative partnerships that transcend departmental or disciplinary divisions, and that
involve veterinary medical colleges, human medical colleges, departments of veterinary
science/comparative medicine, and federal and state governments. Veterinarians trained in
postgraduate research programs are well-prepared for these challenges due to the comparative
medicine focus inherent in their professional educations and their understanding of species
epidemiology and the ecology of zoonoses.
The AAVMC report goes on to state the urgency needed in building the infrastructure
necessary to support research and graduate education in population health, and warns that a
failure to do so could adversely affect national food security and public health. Colleges of
veterinary medicine are faced with the challenge of replacing “graying” veterinary faculty.
Similar concerns in agriculture have spurred the United States Department of Agriculture to
create a “national needs” program to train new scientists to work in the agricultural sector of
the federal government. The same situation exists in the animal and human health industries.
Ph.D. programs in the UGA College of Veterinary Medicine ideally should serve
several purposes, namely: to train scientists who understand the pathogenesis, treatment and
4
Attachment D
assessment of diseases, as well as the normal biological and physiological functions of
animals; to prepare clinical researchers who bring rigorous scientific methods to the
assessment of clinical problems and their solution; to teach research professionals who are
knowledgeable in epidemiology and ecology; and finally, to educate scientists who can
integrate bench and clinical scientific methods and translate discoveries efficiently into new
diagnostics and therapies. The basic science Ph.D. programs at the university and the college,
however, while important in the training of highly specialized research scientists, do not meet
completely the changing needs of veterinary and medical research professionals in the 21st
century, which include interdisciplinary research and the translation of research findings to
patient applications. Several veterinary and medical colleges have recognized this need and
have adopted “umbrella” programs for cross-disciplinary biomedical training of graduate
students. For example, the University of Tennessee has created a comparative medicine
research program, which is a joint venture between the Schools of Medicine and Veterinary
Medicine.
The Ph.D. degree program in Veterinary and Biomedical Sciences, which is proposed
here, fulfills a societal need to provide the training sought by students and the expertise
required by their future employers. We expect that the pharmaceutical industry, the animal
health industry, manufacturers of medical devices, biotechnology companies, and other
biomedical industries will seek to employ scientists with the interdisciplinary skills provided
by Ph.D. training in veterinary and biomedical sciences.
B.
Student Demand
Undergraduate degree students often apply directly to higher degree programs (Ph.D.,
MS, and DVM) in the College of Veterinary Medicine. On average, there are approximately
54 students per year who apply for enrollment in the basic science Ph.D. programs. Based on
this, we expect that there will be sufficient student demand for the existing Ph.D. programs as
well as the proposed new interdisciplinary degree program in Veterinary and Biomedical
Sciences with its enhanced focus on translational biomedical research.
C.
Additional Factors
Traditional doctoral-level training at veterinary or human medical colleges has
historically focused along discipline lines and primarily produced scientists with the skills
necessary to conduct fundamental biomedical research in areas such as molecular and cellular
biology, neurobiology, pathology, physiology, toxicology, and infectious diseases. In today’s
market, however, it is necessary to broaden the training model. Persons being trained as
doctoral-level biomedical scientists often expect to receive comprehensive and integrated
training across a range of related disciplines. Further, the market calls for an increasing
number of scientists to work in translational research and the development of applications. For
example, large multi-national pharmaceutical companies have been laying off discovery
research scientists in record numbers for the past 5 years, and changing their focus to
translational and development programs. It appears that this trend will continue and that
scientists in small “start-up” companies and academia will carry out discovery research, which
can then be acquired and developed by larger companies that manufacture and distribute
products. Thus, training for both the scientists who make discoveries and for the scientists who
5
Attachment D
are focused on application of discoveries is required in our programs. The scientists who focus
on discovery will need more experience in the area of translation to optimize their research
opportunities and the revenue stream for the academic institutions. Veterinary biomedicine
needs individuals knowledgeable in infectious diseases, epidemiology, ecology, animal
production and computational sciences.
D.
Consultant Reports
None
E.
Public and Private Institutions in the State of Georgia with Similar
Programs:
None
F.
Public and Private Institutions in the Southeast Region with Similar
Programs:
The programs listed below have separate Preventive Medicine Ph.D. programs, similar
to the proposed VBS Population-Based Research emphasis, and Clinical Sciences Ph.D.
programs comparable to the proposed VBS Applied Clinical Research emphasis at their
respective institutes.
•
Auburn University
•
The University of Tennessee, Knoxville
•
Mississippi State University
•
North Carolina State University
•
University of Florida
•
Tuskegee University
Note: Auburn University has what would be considered separate Ph.D. programs as emphases
within a broader, umbrella program. The University of Tennessee is unusual among Ph.D.
programs in Biomedical Sciences in that it has a Ph.D. in Comparative
Medicine
with
participation of both the Medical School and the College of Veterinary Medicine.
3.
The Process Used to Develop the Ph.D. Program in Veterinary and Biomedical
Sciences
In November 2008, Dean Sheila Allen charged the College of Veterinary Medicine
Graduate Affairs committee with developing a new interdisciplinary Ph.D. program that would
broaden the college’s biomedical training opportunities and provide more flexibility for both
students and graduate faculty. The CVM Graduate Affairs committee consists of graduate
faculty members from each of the College’s seven academic departments, which are: Anatomy
and Radiology, Infectious Diseases; Large Animal Medicine; Physiology and Pharmacology;
6
Attachment D
Population Health; Small Animal Medicine and Surgery; and Veterinary Pathology. The
departments with existing Ph.D. programs are: Infectious Diseases, Physiology and
Pharmacology and Veterinary Pathology. The clinical departments without Ph.D. programs
are: Anatomy and Radiology; Population Health; Large Animal Medicine; and Small Animal
Medicine. Dr. Allen recommended the creation of an umbrella program with areas of
emphasis that would immediately accommodate these four departments, and also with the
capacity to add future areas of emphasis as needed. An open meeting was held in December of
2008 to allow the graduate faculty in the college to voice their concerns and recommendations
in the development of a new Ph.D. program. In July 2009, a sub-committee submitted a
proposed Ph.D. program named Veterinary and Translational Biomedical Sciences, which
included two areas of emphasis: 1) population-based research, and 2) applied clinical research.
This document was given to the members of the Graduate Affairs committee who distributed it
to their respective departments for input. Relevant changes were made based on departmental
feedback and submitted to the dean’s office in October 2009. The document was edited for
composition and reviewed for content by the associate dean for Research and Graduate Affairs
and forwarded to the dean in November 2009. After further review and editing by the dean
and the college’s department heads, which included shortening the title to “Veterinary and
Biomedical Sciences”, the document was forwarded to the college’s graduate faculty for a vote
to accept or reject. Ninety-four votes were cast of the 113 ballots emailed (83% participation).
Eighty-one (86%) voted to approve the proposal and 13 (14%) voted against it, which signifies
graduate faculty approval.
4.
Curriculum
A.
The Ph.D. Program in Veterinary and Biomedical Sciences
Our intention is to establish and sustain a rigorous doctoral program within the existing
educational and research environment at the UGA College of Veterinary Medicine. Course
offerings will be expanded to include vital topics for training scientists in the Veterinary and
Biomedical Sciences program. Students will be required to establish an appropriate program
of study that includes basic science, quantitative science, and clinical coursework focusing on
one of the proposed areas of emphasis: 1) population based research 2) applied clinical
research.
B.
Requirements for the Ph.D. Program in Veterinary and Biomedical
Sciences
Admission requirements
Students will be recruited and admitted following the guidelines of the Graduate
School. They must hold at least a baccalaureate degree accredited by the appropriate regional
accrediting association or its international equivalent prior to the expected semester of
enrollment. All foreign students, whose native language is other than English, must meet the
minimum TOEFL score established by the university’s Graduate School. Applications will be
assessed by the college graduate coordinator and the graduate affairs committee based on GRE
scores, grade point average, and any additional materials including letters of reference.
7
Attachment D
Degree and Program of study
The goal of this program is to train interdisciplinary and multidisciplinary translational
scientists. Trainees will need to possess a uniform knowledge of the core concepts in applied
clinical research or population-based research in order to be effective. After completing the
program of study (described on pages 10-20), the student will be tested in a written and oral
comprehensive examination, administered by the student’s doctoral advisory committee in
accordance with UGA Graduate School policy. Successful performance on the comprehensive
examinations will result in the student being admitted to candidacy.
In accordance with UGA Graduate School policy, the granting of this degree
presupposes a minimum of three full years of study beyond the bachelor's degree. At least two
consecutive semesters of full-time work (i.e., enrollment for a minimum of 30 hours of
consecutive course work included on the program of study) must be spent in resident study on
this campus. Undergraduate courses taken either to fulfill research skills requirements or to
remove deficiencies may not be calculated in the 30 consecutive hours of resident credit and
may not be used on the Program of Study.
A preliminary program of study, developed by the major professor and the doctoral
student and approved by a majority of the Ph.D. advisory committee, will be submitted to the
graduate coordinator by the end of the student's first year of residence. The program of study
will consist of 16 or more hours of 8000- and 9000-level courses in addition to research,
dissertation, and directed study. The program of study for a student who bypasses the master's
degree must contain 4 additional semester hours of University of Georgia courses open only to
graduate students in addition to 16 semester hours of 8000 and 9000 level courses. Doctoral
research (9000), independent study courses, and dissertation (9300) may not be counted in
these 20 hours. The program of study must carry a minimum of 30 hours of course work, three
hours of which must be dissertation writing (9300). The 20 hours of required course work in a
student’s program of study must be completed prior to taking the comprehensive examination.
To be eligible for admission to candidacy and graduation, a student must maintain an
average of 3.0 (B) both on the graduate transcript and on all courses on the program of study.
No grade below C (2.0) will be accepted as part of a program of study for a graduate degree.
When a graduate course is repeated, the last grade received will be used in calculating the
cumulative graduate average that is used for probation, dismissal, admission to candidacy, and
graduation. Grades received in all graduate courses will be included in the graduate cumulative
average.
All requirements for the degree, except the dissertation and final oral examination, must
be completed within a period of six years or within the time frame specified by the UGA
Graduate School. This time requirement dates from the first registration for graduate courses
on a student's program of study. A Ph.D. candidate, who fails to complete all degree
requirements within five years after passing the comprehensive examination and being
admitted to candidacy, will be required to take the comprehensive examinations again and be
admitted to candidacy for a second time.
8
Attachment D
Doctoral Advisory Committee
The doctoral advisory committee will be comprised of a major professor and at least
three additional voting members. The major professor must be a member of the College of
Veterinary Medicine and on the UGA Graduate Faculty. The majority of the committee
members must be members of the UGA Graduate Faculty and possess a Ph.D. degree. All
committee members must hold the rank of at least assistant professor or equivalent.
Prospectus
Each graduate student in the Veterinary and Biomedical Sciences program will submit
a written prospectus of planned research to their doctoral advisory committee by the end of
their second year. The prospectus will include a literature review on the area of study, and the
hypotheses, objectives, and detailed materials and methods for the planned research. All
committee members must approve the prospectus by signature.
Comprehensive Examinations
After completion of 30 hours of required course work for residency and upon approval
of the doctoral advisory committee, the student will take a written examination with sections
that are administered individually by each member of the committee. The contents of each
individual committee member's examination will be determined by that committee member
and expectations thereof will be conveyed to the student prior to examination. Once the
student satisfactorily passes each committee member's written examination, the committee will
give an oral comprehensive examination. The candidate will be given at least two weeks to
prepare for the oral examination. The written and oral comprehensive examinations must be
passed prior to admission into candidacy.
Admission to Candidacy
Admission into candidacy takes place at least one semester prior to graduation and must
be approved by the Graduate School. The following requirements must be fulfilled for the
graduate student to be admitted into candidacy:
•
The student must have maintained an average GPA of at least 3.0 on all graduate
courses taken.
•
The research prospectus has been approved by the doctoral advisory committee.
•
The final program of study requires approval by the doctoral advisory committee and
the Graduate School.
•
Written and oral comprehensive examinations have been passed and reported to the
Graduate School.
Note: The Graduate School requires the application for graduation one semester prior to
graduation.
9
Attachment D
Dissertation
The student must be registered for at least 3 hours of graduate level work (dissertation
hours) the semester in which the dissertation is completed and submitted to the Graduate
School. The dissertation must be submitted to the doctoral advisory committee at least one
month before defense. The defense must be scheduled with the College of Veterinary
Medicine at least two weeks prior to examination. The defense will be administered by the
doctoral advisory committee, but is open to all university members of the faculty.
Program of Study
There will be 2 core courses required of all Ph.D. students in the Veterinary and
Biomedical Sciences Program. These include: (1) “Research Issues - Ethics, Safety and
Compliance” (1 cr.) or an equivalent course, and (2) a seminar course taken for a minimum of
4 semesters. The seminar requirement can be satisfied by any existing graduate level seminar
course in the sciences offered at the University and approved by the student’s doctoral advisory
committee. Students then would take additional graduate level courses focusing on expanding
their knowledge within their area of emphasis: Population-Based Research or Applied Clinical
Research.
Depending on the area of emphasis, the courses are listed as the following:
C.
POPULATION-BASED RESEARCH EMPHASIS
The population-based research emphasis provides an interdisciplinary research
approach directed towards problems and issues confronting the health and management of
animal populations. A population-based research approach to the management and prevention
of diseases transcends individual departments at the College. This emphasis seeks to expand
graduate and post-DVM training programs for researchers focused on population health,
epidemiology, and public health. No traditional Ph.D. program in the College provides a
population-based approach for the training of future veterinary researchers needed in
confronting important animal health issues in the 21st century. The following elective courses
include fundamental science topics needed for a student’s understanding of specific disease
mechanisms. Courses in computational sciences, ecology, or epidemiology will be required to
understand disease dynamics, management or prevention of animal diseases, zoonoses, disease
transmission, natural history of infectious agents, and disease ecology.
Ph.D. students trained under this emphasis need to be facile in integrating concepts of
disease pathogenesis, epidemiology, ecology and disease management and control in animal
populations. The program of study and elective course offerings reflect the basic principles
important to understanding and managing population health. In addition to the core courses
listed on page 10, the UGA course catalog contains 11 disease pathogenesis courses, 14
epidemiology and 12 ecology/disease management courses offered at the doctoral level. There
are additional doctoral level courses available for a student’s program of study that include but
are not limited to statistics, bioinformatics, genetics, biochemistry and cell biology. After
completing the Program of Study, the student will be tested in a written and oral
comprehensive examination administered by the student’s doctoral advisory committee in
10
Attachment D
accordance with UGA Graduate School policy. Successful performance on the comprehensive
examinations will result in the student being admitted to candidacy.
i.
In addition to the required core courses listed on page 10, students in the PopulationBased Research emphasis will also have to take Communication Skills for Researchers (1 cr.)
or equivalent course.
ii
Epidemiology of Infectious Diseases
Year 1
GRSC 8550
VETM xxxx$
VETM xxxx+,#
IDIS 8591$
EPID 8500$
POPH 8310L$
POPH 8320L$
VETM 9000
Responsible Conduct of Research
Communication Skills in Research
Seminar
Advanced Concepts in Virology
Infectious Diseases Epidemiology
Population Health Statistics I
Population Health Statistics II
Research
1 cr
1 cr.
2 cr.
3 cr.
3 cr.
3 cr.
3 cr.
16 cr.
Year 2
VETM xxxx+
POPH 8200$
GENE 8950
VETM 9000
Seminar
Molecular Virology and Experimental Design
Molecular Evolution
Research
2 cr.
4 cr.
3 cr.
28 cr.
Year 3+ until graduation
Seminar
VETM xxxx+
VETM 9000
Research
2 cr.
31 cr.
Final Semester
VETM xxxx+
VETM 9000
VETM 9300
1 cr.
8 cr.
3 cr.
Seminar
Research
Dissertation
+
Or an equivalent course
Seminar course do not need be taken in the order presented nor taken consecutive semesters.
However, students must meet the minimum requirement of enrollment for 4 semesters.
$
Courses do not need to be taken all in year one, as long as students have completed them
before the comprehensive examination.
#
11
Attachment D
Disease Ecology and Environmental Health
Year 1
VETM xxxx$
VETM xxxx$
VETM xxxx+,#
VPHY 6050
EHSC 8630L$
ECOL 8322$
GENE 8300$
VETM 9000
Ethics, Safety and Compliance
Communication Skills in Research
Seminar
Animal Physiological Chemistry
Quantitative Ecological Toxicology
Concepts and Approaches in Ecosystem Ecology
Research Methods in Population Biology
Research
1 cr.
1 cr.
2 cr.
2 cr.
4 cr.
3 cr.
3 cr.
16 cr.
Year 2
VETM xxxx+
ECOL 8325-8325L$
EPID 8500
VETM 9000
Seminar
Modeling Population Ecology
Research
2 cr.
4 cr.
3 cr.
24 cr.
VETM xxxx+
Seminar
VETM 9000
Research
2 cr.
31 cr.
Final Semester
VETM xxxx+
VETM 9000
VETM 9300
1 cr.
8 cr.
3 cr.
Seminar
Research
Dissertation
+
Seminar courses do not need be taken in the order presented nor taken consecutive semesters.
$
#
Years 1 and 2 are guidelines and not intended as a core curriculum. The program is
designed with some flexibility to allow DVM/Ph.D. students and residents to coordinate
requirements of the DVM and residency programs within the College of Veterinary Medicine
with their Ph.D. program of study. The program of study is designed with considerable
flexibility in the training of our Ph.D. students in this area of emphasis. However, the 30 hours
of required course work for residency in a student’s program of study must be completed prior
to taking the comprehensive examination.
iii
Course Description
In addition to core requirements the following courses are available to fulfill the
minimum course work requirement:
12
Attachment D
VETM 8160
POPH xxxx
POPH 8150
POPH 8050
POPH 8050L
POPH 8220
POPH 8110
POPH 8300
POPH 8580
POPH 8200
IDIS 8591
VPAT 8150
IDIS 8100
CBIO 8500
PBHL 8100
VPAT 7200-7200L
VPAT 8020
VPAT 8030
CBIO 8100
IDIS 8900
PBHL 8260
ECOL 8310
ECOL 8325-8325L
ECOL 8322
FORS 8500-8500L
GENE 8400
MIBO 8610
GENE 8840
GENE 8500
POPH 8230
POPH 8900
POPH 8310L
POPH 8320L
BIOS 8100
BIOS 8110
BIOS 8120
EPID 8500
EHSC 8630L
VPHY 8930
VPHY 6050
EPID 8200
EHSC 8220L
EPID(EHSC) 8070
EHSC 8450
Seminar
Population Health Seminar
Avian Medicine Seminar
Avian Virus Diseases
Avian Virus Diseases Laboratory
Avian Histopathology
Problems in Poultry Diseases and Parasites
Biology and Care of Lab Animals
Current Topics in Wildlife Health
Virology and Viral Pathogenesis
Advanced Infectious Diseases
Biology of Parasitism
Current Topics in Public Health
General Animal Pathology
Cellular Pathology
Tumor Biology
Advanced Immunology
Special Problems- Vaccinology
Global Perspectives on Tropical and Emerging Infectious Diseases
Population Ecology
Diseases of Wildlife
Ecological Genetics
Advanced Microbial Diversity
Advanced Topics in Population Genetics
Special Topics in Population Health
Problems in Population Health
Case Studies in Nonlinear Biostatistics
Categorical Data Analysis
Applied Nonparametric Biostatistical Methods
Chemical Toxicology
Animal Physiological Chemistry
Molecular Epidemiology
Predictive Toxicology Using Mathematical Models
Environmental and Occupational Epidemiology
Microbial Quantitative Risk Assessment
13
1 cr.
1 cr.
1 cr.
3 cr.
1 cr.
3 cr.
3 cr.
3 cr.
3 cr.
4 cr.
3 cr.
3 cr.
3 cr.
4 cr.
3 cr.
3.7 cr.
4 cr.
3 cr.
3 cr.
2 cr.
3 cr.
3 cr.
4 cr.
3 cr.
4 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
4 cr.
3 cr.
2 cr.
3 cr.
4 cr.
3 cr.
3 cr.
Attachment D
EHSC 8550
GENE 8920
GENE 8930
GENE 8940
BCMB 8140
GENE 8950
VETM 9000
VETM 9300
D.
Developmental and Reproductive Toxicology
Nucleic Acids
Adv. Molecular Genetics
Genome Analysis
Advanced Topics in Genomics and Bioinformatics
Molecular Evolution
Doctoral Research
Doctoral Dissertation in VBS
3cr.
3 cr.
3 cr.
3 cr.
2 cr.
3 cr.
Varied
3 cr.
APPLIED CLINICAL RESEARCH EMPHASIS
Two reports from the U.S. National Academies of Science’s National Research
Council, “Critical Needs for Research in Veterinary Science” (completed in 2001) and
“National Need and Priorities for Veterinarians in Biomedical Research” (completed in 2004)
have summarized the critical nature of the emerging deficit of veterinary clinician scientists.
Veterinary clinician scientists are veterinarians who use their doctor of veterinary medicine
(DVM) degree to diagnose, manage, and treat patients in a clinical setting while
simultaneously utilizing their specialized research (Ph.D.) degree to investigate diseases that
affect their patients.
The global mission of the College of Veterinary Medicine is to promote the art and
science of veterinary medicine through the acquisition, application, and dissemination of
scientific advances that help diagnose and treat disease and maintain the health of animals and
humans through scholarly inquiry into the nature of health and disease. Successful pursuit of
this mission requires more effective and efficient translation of bench-top discoveries into
diagnostic and patient-care tools. This “translational step” requires an expansion of the
training and retention of veterinary clinicians in animal health research.
Because of their direct involvement in patient-oriented clinical service, the departments
of Small Animal Medicine and Surgery, Large Animal Medicine, and Anatomy/Radiology are
uniquely poised to train scientists in veterinary translational research. In addition to graduate
students who hold an undergraduate degree, it is anticipated that this program will attract
graduate students who have a DVM degree and also may be enrolled concurrently in advanced
clinical training programs (i.e. residencies) that culminate in board certification within a
defined clinical specialty.
The core mission of this area of emphasis is to train graduate students in areas that
address: the pathogenesis of disease, therapeutic interventions, clinical trials, the adaptation of
new technologies to medicine, and the social and behavioral mechanisms of health and disease.
i
There will be 2 additional core courses required of all Ph.D. students in the Applied
Clinical Research emphasis: 1) graduate level biochemistry (3-4 cr.), and 2) Statistics or
Biostatistics (3 cr.).
14
Attachment D
Individual doctoral advisory committees will determine whether or not graduate level
courses previously taken by the candidate can replace any of the core requirements. In
addition to the core courses, students enrolled in the Applied Clinical Research emphasis may
be required to participate in a grant-writing course or workshop that the doctoral advisory
committee deems acceptable.
ii
For the Applied Clinical Research Track of the Veterinary and Biomedical Sciences
Ph.D., we anticipate training three types of students including: 1) individuals who previously
have completed a bachelor’s or master’s degree, 2) individuals who in addition to a bachelor’s
or master’s degree have completed a doctor of veterinary medicine degree, and 3) individuals
who in addition to a bachelor’s or master’s degree have completed a doctor in veterinary
medicine degree and are in a combined clinical residency and Ph.D. program.
Therefore, three sample programs of study are provided.
Sample Program of Study for Graduate Students with a Bachelor's or Master's Degree
Year 1
VETM 8160+,#
GRSC 8550
VPHY 6910
BCHM 6010
BCHM 6020
IDIS 5150
POPH 8310L
Seminar
Introductory Toxicology
Biochemistry/Molecular Biology I
Biochemistry/Molecular Biology II
Veterinary Immunology
[STAT 8040
VETM 9000
Environmental Statistics]
Research
[3 cr.]
4 cr./semester
Year 2
VETM 8160+,#
VPHY 8930
VPHY 8940
VPHY 6090
VETM 9000
Seminar
Chemical Toxicology
Organ Systems Toxicology
Comparative Mammalian Physiology
Research
1 cr.
3 cr.
5 cr.
3 cr.
8-10 cr./semester
1 cr.
1 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
OR
Seminar
VETM 8160+,#
VETM 9000
Research
Final Semester
VETM 8160+,#
VETM 9000
VETM 9300
1 cr.
24 cr./semester
Seminar
Research
Dissertation
1 cr.
5-6 cr.
3 cr.
15
Attachment D
+
$
#
Sample Program of Study for Graduate Students with a DVM Degree
Year 1
GRSC 8550
STAT 6210
BCMB 8020
VPHY 8900#
CBIO 6100
VPHY 8460
POUL 8120
VETM 9000
Statistical Methods I
Advanced Biochemistry & Molecular Biology
Physiology and Pharmacology Seminar
Immunology
Molecular Pharmacology
Scientific Writing
Research
1 cr.
3 cr.
4 cr.
1 cr.
3 cr.
3 cr.
3 cr.
10 cr.
Year 2
VPHY 8900 #
STAT 6220
CBIO 8080
VPHY 8010
STAT 8200
VETM 9000
Statistical Methods II
Write and Speak
Mammalian Cell Physiology
Experimental Design
Doctoral Research
2 cr.
3 cr.
2 cr.
3 cr.
3 cr.
14 cr.
VPHY 8900#
VETM 9000
Doctoral Research
1 cr.
24 cr.
Final Semester
VPHY 8900
1 cr.
VETM 9000
Doctoral Research
6 cr.
VETM 9300
Dissertation
3 cr.
+
#
$
Sample Program of Study for Graduate Students with a DVM degree who are
concurrently enrolled in a Clinical Residency Program
A DVM who is pursuing a Ph.D. in the clinical science departments may also wish to
concurrently obtain board certification within a clinical specialty, such as internal medicine,
surgery, pathology, cardiology, ophthalmology, oncology, neurology, behavior,
16
Attachment D
theriogenology, or radiology. This program of study would enable a DVM graduate student to
fulfill the clinical certification requirements within their designated clinical specialty, as well
as pursue a Ph.D. The requirements for each program (Ph.D. and residency) are separate;
however the programs can run concurrently. The requirements for certification within a
clinical specialty are set by the American Board of Veterinary Specialties and vary by clinical
discipline and thus are not included within this document. The clinical departments at the
College of Veterinary Medicine have a broad range of board-certified diplomats to mentor the
clinical training component.
A major strength of the proposed program design is that throughout the student’s
training, the candidate maintains a crucial link between research and clinical activity. For
example, during the clinical training portion of the program, a candidate may be involved in
the collection of samples and data from clinical cases that are related to their area of research.
Likewise, during time designated for research, a candidate may participate in clinically
oriented discussion rounds, but will not participate in primary case responsibility or emergency
duty. The duality and simultaneous design of this training atmosphere will successfully
prepare candidates for their intended path as a clinician scientist.
Year 1
GRSC 8550
STAT 6210
BCMB 8020
VPHY 8900 #
VPHY 8450
POUL 8120
VPHY 6930
STAT 6220
CBIO 6100
VPHY 8010
VETM 9000
Statistical Methods I
Advanced Biochemistry & Molecular Biology
Advanced Clinical Pharmacology
Scientific Writing
Research Methods
Statistical Methods II
Immunology
Doctoral Research
Years 2 through graduation
VPHY 8900
VPHY 6930
Research Methods
VPHY 9000
Doctoral Research
1 cr.
3 cr.
4 cr.
2 cr.
2 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
1 cr.
3 cr.
20 cr.
Final Semester
1 cr.
VPHY 8900+, #
VETM 9000
Doctoral Research
6 cr.
VETM 9300
Dissertation
3 cr.
+
#
$
17
Attachment D
iii
Course Description
In addition to core requirements the following courses provide examples available to
fulfill the minimum course work requirement:
SAMS 7650
SAMS 8010
POPH 7060/7060L
POPH 8050/8050L
POPH 8150
POPH 8200
POPH 8310L
POPH 8320L
POPH 8050L
POPH 8220
POPH 8110
POPH 8300
POPH 8580
POPH 8200
POPH 8230
POPH 8900
POPH 8310L
POPH 8320L
MIBO/POPH 4650/6650
VPAT 8150
VPAT 7200-7200L
VPAT 8020
VPAT 8030
PBHL 8100
PBHL 8260
BCMB 8140
BIOS 7020
BIOS 8100
BIOS 8110
BIOS 8120
EPID 8500
EPID 8200
EHSC 8450
EHSC 8630L
EHSC 8220L
EPID(EHSC) 8070
EHSC 8450
EHSC 8550
GENE 8920
Applied Clinical Research Course Electives
Seminar in Small Animal Medicine in Surgery
Seminar in Medicine and Surgery
Avian Diagnostic Microbiology
Avian Virus Diseases
Avian Medicine Seminar
Avian Virus Diseases Laboratory
Avian Histopathology
Problems in Poultry Diseases and Parasites
Biology and Care of Lab Animals
Current Topics in Wildlife Health
Special Topics in Population Health
Problems in Population Health
Viral Zoonoses
General Animal Pathology
Cellular Pathology
Tumor Biology
Current Topics in Public Health
Global Perspectives on Tropical and Emerging Infectious Diseases
Advanced Topics in Genomics and Bioinformatics
Introductory Biostatistics II
Case Studies in Nonlinear Biostatistics
Categorical Data Analysis
Applied Nonparametric Biostatistical Methods
Molecular Epidemiology
Predictive Toxicology Using Mathematical Models
Environmental and Occupational Epidemiology
Developmental and Reproductive Toxicology
Nucleic Acids
18
1 cr.
1 cr.
4 cr.
4 cr.
1 cr.
4 cr.
3 cr.
3 cr.
1 cr.
3 cr.
3 cr.
3 cr.
3 cr.
4 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3.7 cr.
4 cr.
3 cr.
3 cr.
3 cr.
2 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
4 cr.
4 cr.
3 cr.
3 cr.
3 cr.
3 cr.
Attachment D
GENE 8930
GENE 8940
GENE 8400
GENE 8840
GENE 8500
GENE 8950
VPHY 6090
VPHY 6100
VPHY 6910
VPHY 8100
VPHY 8120
VPHY 8200
VPHY 8400
VPHY 8450
VPHY 8460
VPHY 8900
VPHY 8930
VPHY 8940
ECOL 8310
ECOL 8325-8325L
ECOL 8322
FORS 8500-8500L
IDIS 8591
IDIS 8160
IDIS 8550
IDIS 8010
IDIS 8590
IDIS 8540
IDIS 8250
IDIS 8100
IDIS 6450
IDIS 8030
VPAT 8150
POPH 8200
IDIS 8080L
IDIS 8300
IDIS 8350
IDIS 8591
IDIS 8900
CBIO 8010
CBIO/IDIS 6100
CBIO 8100
CBIO 8400
CBIO 8500
CBIO 8080
Adv. Molecular Genetics
Genome Analysis
Ecological Genetics
Advanced Topics in Population Genetics
Molecular Evolution
Comparative Mammalian Physiology.
Introductory Toxicology.
Comparative Medical Endocrinology.
Molecular Basis of Renal Physiology
Animal Molecular Biology: Concepts and Current Literature.
Neurophysiology.
Advanced Clinical Pharmacology
Molecular Pharmacology
Physiology-Pharmacology Seminar
Chemical Toxicology
Organ Systems Toxicology
Population Ecology
Diseases of Wildlife
Seminar in Infectious Disease
Special Topics in Immunology
Advanced Studies in Infectious Diseases
Special Topics in Diseases Intervention
Special Topics in Bacterial Pathogenesis
Special Topics in Parasitology
Advanced Infectious Diseases
Microbial Genetics and Genomics
Helminthology
Advanced Molecular Techniques
Advanced Immunology II
Principles and Research Applications of Flow Cytometry
Advanced Concepts of Virology
Problems in Infectious Diseases
Molecular Cell Biology
Immunology
Advanced Immunology I
Advanced Cell Biology
Biology of Parasitism
Biomedical Grant Writing
19
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
3 cr.
2 cr.
2 cr.
2 cr.
3 cr.
2 cr.
3 cr.
1 cr.
3 cr.
3 cr.
3 cr.
4 cr.
3 cr.
4 cr.
3 cr.
1 cr.
1 cr.
4 cr.
1 cr.
1 cr.
1 cr.
3 cr.
4 cr.
3 cr.
3 cr.
5 cr.
3 cr.
3 cr.
3 cr.
3 cr.
1 cr.
3 cr.
3 cr.
3 cr.
3 cr.
4 cr.
3 cr.
Attachment D
VARB 8340
PSYCH 8300
PSYCH 8330
PSYCH 8900
ANTH 8060
VETM 9000
VETM 9300
Seminar in Applied Behavior
Neuroanatomy for Behavioral Scientists
Laboratory Apprenticeship in Biopsychology
Psychopharmacology Seminar
Primate and Human Ecology
Doctoral Research
Doctoral Dissertation
1 cr.
3 cr.
3 cr.
3 cr.
3 cr.
Varied
3 cr.
5.
Inventory of Faculty Directly Involved
Graduate faculty in the College of Veterinary Medicine are eligible to participate in and direct
training of students in the Veterinary and Biomedical Sciences, Ph.D. program. The following
table provides a listing of departments and graduate faculty members (including adjunct
faculty) in the college.
ANATOMY AND
RADIOLOGY
POPULATION
HEALTH
LARGE ANIMAL
MEDICINE
Sharon L. Crowell-Davis, D.V.M., Ph.D. - Human-animal bond, animal behavior.
Robert M. Gogal, D.V.M. - Immunology & Immunotoxicology.
Steven Holladay, M.S., Ph.D. – Immunotoxicology. & Department Head
Jeff Hogan, Ph.D. - Infectious Diseases, Virology.
Shannon Holmes, D.V.M., M.Sc – Radiology.
Thomas M. Krunkosky, D.V.M., M.S., Ph.D. – Molecular mechanisms of inflammation and disease in the lung.
Michelle Turek, D.V.M., Diplomate ACVIM, Diplomate ACVR – Radiology.
Leanne Alworth, B.S., D.V.M., M.S., Ph.D. - Laboratory animal medicine
Roy Berghaus, D.V.M., Ph.D. – Infectious disease epidemiology.
Stephen Collett, D.V.M., Ph.D. – Clinical avian medicine.
Joe Corn, Ph.D. - Tick Ecology and wildlife diseases.
Roger Ellis, D.V.M., M.V.S.c. – Beef Production Medicine.
John R. Fischer, D.V.M., Ph.D. - Pathology, virulence mechanism’s., and population effects of diseases in wildlife.
Maricarmen Garcia, Ph.D. - Avian virology, molecular virology.
Saad Gharaibeh, B.V.S.c., Ph.D – Histopathology.
John R. Glisson, D.V.M., M.A.M., Ph.D. - Clinical avian medicine, mycoplasmosis and bacteriology.
Stephen Harvey, B.S., M.S., D.V.M. - Laboratory Animal medicine.
Charles L. Hofacre, D.V.M., M.A.M., Ph.D. - Clinical avian medicine, mycoplasmosis and bacteriology.
David J. Hurley, Ph.D. - Veterinary Immunology and Vaccine Development.
Mark Jackwood, Ph.D. - Molecular biotechnology, molecular virology.
Michael Keel, BS, M.S., D.V.M., PhD - Infectious diseases of wildlife; pathology of diseases.
Christopher King, B.S, D.V.M., Ph.D. – Laboratory Animal medicine.
Margie Lee, D.V.M., Ph.D. – Microbial Pathogenesis, microbial ecology.
John J. Maurer, Ph.D. - Molecular bacteriology.
Daniel G. Mead, Ph.D. - Vector-borne viral diseases.
Egbert Mundt, D.V.M., Ph.D. – Molecular virology, viral pathogenesis, vaccinology, birnaviruses and avian influenza.
Naola Noel-Ferguson, D.V.M., M.A.M., Ph.D. – Mycoplasmosis.
Michael Overton, D.V.M., MPVM – Production Animal Medicine.
Melvin Pence, D.V.M., M.S. – Beef production medicine.
David Reeves, D.V.M., M.S. – Swine production medicine.
Holly Sellers, M.S., Ph.D. – Avian virology.
David E. Stallknecht, Ph.D. - Wildlife diseases, epidemiology.
Stephen G. Thayer, Ph.D. – Diagnostic veterinary microbiology, viral serology.
Susan Williams, D.V.M., M.A.M., Ph.D. – Avian histopathology.
Michael Yabsley, B.S., D.V.M., M.S., Ph.D. – Wildlife disease ecology.
Guillermo Zavala, M.S., D.V.M., M.A.M., Ph.D. – Clinical avian medicine.
Michelle H. Barton, D.V.M., Ph.D. - Endotoxemia, neonatology, internal Medicine, and cardiology
Richard A. Fayrer-Hosken, B.V.Sc., Ph.D. Theriogenology, reproductive physiology, immunocontraception, exotic reproductive physiology.
Steeve Giguiere, D.V.M., Ph.D., - Internal Medicine, cardiology, respiratory immunity and bacteriology
James N. Moore, D.V.M., Ph.D. - Endotoxemia & laminitis.
John Peroni, D.V.M., M.S., Dip ACVS - Microvascular dysfunction in equine laminitis, regulation of equine pulmonary blood flow, and small vessel
myography, stem cell biology.
Jakob Scherzer, Mag.med.vet, Dr.med.vet, Dip ECAR - genesiology
Michel Vandenplas, B.Sc., M.Sc., Ph.D. - Modulation of endotoxin signal transduction in human and equine monocytes.
Amelia Woolums, M.V.Sc., D.V.M., Ph.D. - Bovine respiratory disease and respiratory immunity.
20
Attachment D
INFECTIOUS
DISEASES
VETERINARY
PATHOLOGY
PHYSIOLOGY &
PHARMACOLOGY
SMALL ANIMAL
MEDICINE &
SURGERY
Myriam Belanger, M.Sc., Ph.D. - Porphyromonas gingivalis
Harry W. Dickerson, B.V.Sc., Ph.D. - Comparative immunoparasitology.
Donald L. Evans, Ph.D. - Cellular immunology and immunoregulation.
Liliana Jaso-Friedmann, Ph.D. - Molecular immunology.
Don Harn, M.A., Ph.D. - vaccines and therapeutics for HIV-1 and schistosomiasis
Biao He, Ph.D - Paramyxovirus-host interactions
Mary Hondalus, D.V.M., Ph.D. - Tuberculosis, vaccines and Rhodococcus pathogenesis.
Ray M. Kaplan, D.V.M., Ph.D. - Parasitic diseases of livestock.
Russ Karls, Ph.D. - Pathogenic Mycobacteria.
Eric Lafontaine, B.S., Ph.D. – Microbiology and Infectious Diseases.
Julie M. Moore, Ph.D. - Malarial immunology.
Andrew Moorhead, D.V.M., M.S., Ph.D., - Small Animal Parasitology.
David S. Peterson, Ph.D. - Molecular parasitology.
Frederick D. Quinn, Ph.D. - Tuberculosis/mycobacterial pathogenesis.
Sreekumari Rajeev, BVSc, Ph.D., DACVM – Infectious Diseases, Leptospirosis and Johne's disease in cattle.
Jeremiah Saliki, D.V.M., Ph.D., Dipl. ACVM – Virology, vaccine development.
Susan Sanchez, Ph.D. - Molecular mechanisms and epidemiology of antibiotic resistance.
Bruce Seal, Ph.D. – Microbiology, Poultry Microbiogical Safety.
David Suarez, Ph.D. - Influenza pathogenesis.
Matt Sylte, D.V.M., Ph.D., DACVM – Infectious Diseases, Virology.
Mark S. Tompkins, Ph.D. – Immune response to influenza virus infection.
Ralph A. Tripp, Ph.D. - Viral immunology and vaccine development.
Wendy Watford, Ph.D. - Regulation of host defense and tolerance by Stat transcription factors
Adrian Wolstenholme, Ph.D. - Molecular helminthology
Frederick Almy, D.V.M., M.S., Dipl ACVP – Infectious Diseases.
Uriel Blas-Machado, D.V.M., Ph.D. - Immunohistochemistry of Infectious Diseases.
Cathy A. Brown, V.M.D., Ph.D. - Progression of chronic renal disease, infectious diseases, and diagnostic pathology.
Gregory Bossart, V.M.D., M.S., Ph.D. – Immunology and Pathology of Marine Animals.
Corrie C. Brown, D.V.M., Ph.D. - Infectious diseases of food-producing animals, foreign animal diseases.
Richard Bruner, D.V.M., Ph.D. - Lab animal pathology.
Alvin Camus, D.V.M., Ph.D. - Comparative Immunology, Microbiology, and Infectious Diseases.
K. Paige Carmichael, D.V.M., Ph.D. - Spontaneous animal models of human neurologic disease; neuropathology, ocular diseases.
Alistair Dove, B.S., D.M.Ph.D. - Aquatic medicine.
Angela Ellis, D.V.M., Ph.D - Ophthamologic Pathology
Paula J. Fedorka - Cray, B.S., M.S., Ph.D. - Food and Production Animal Microbiology.
Nicole L. Gottdenker, D.V.M., M.S., Ph.D Zhen Fu, D.V.M., Ph.D. - Molecular pathogenesis of rabies.
Jaroslava T. Halper, M.D., Ph.D. - Growth factors and neoplasia, wound healing.
Keith Harris, D.V.M., - Veterinary Pathology & Department Head
Elizabeth W. Howerth, D.V.M., Ph.D. - Wildlife diseases, pathogenesis of viral diseases.
Paula M. Krimer, DVM, DVSc – Clinical Pathology
Bruce LeRoy, D.V.M., Ph.D. - Clinical Pathology, Prostate Cancer, Bone Metastises.
Debra Miller, M.S., D.V.M., Ph.D. – Wildlife rehabilitation, wildlife diseases.
Tamas Nagy, D.V.M. Ph.D. - Comparative mammary pathology
Mary Pantin-Jackwood, D.V.M., Ph.D. – Avian Pathology.
Pauline Rakich, D.V.M., Ph.D. – Clinical Pathology.
Sherif Ramzy Zaki, M.S., Ph.D. - Infectious Diseases, Zoonoses, Pathology.
Kaori Sakamoto, D.V.M., Ph.D. – Comparative Biomedical Science
David Swayne, D.V.M., M.S., Ph.D. - Renal diseases associated with infectious and non-infectious etiologies.
Elizabeth Uhl, D.V.M., Ph.D. - Molecular pathology; role of transcription factors in susceptibility and resistance to disease.
Shiyou Chen, D.V.M., Ph.D. - Molecular genetics, DNA structure and function
Julie A. Coffield, D.V.M., Ph.D. - Toxicology, neurology.
Gaylen L. Edwards, D.V.M., Ph.D. - Neural control of ingestive behavior, motivation and reward.
Nick Filipov, Ph.D. - Neurotoxicology; Neuroimmunology
Royal A. McGraw, Ph.D. - Mammalian molecular genetics, DNA technology.
Thomas Robertson B.Sc., Ph.D. - Heterogeneity of the cardiovascular system in health and disease.
Sherry L. Sanderson, D.V.M., Ph.D. – Nutritional management in health and disease, urology and nephrology.
John J. Wagner, Ph.D. - MechanisM.S. of neuroplasticity and drugs of abuse.
Xiaoqin Ye, M.D., Ph.D. - Lysophospholipid signaling in reproduction, and reproductive toxicology.
Scott A. Brown, V.M.D., Ph.D. - Biology of renal microvasculature.
Benjamin Brainard, V.M.D., DACVA, DACVECC – Emergency/Critical Care.
Steven C. Budsberg, D.V.M., M.S. - Gait analysis and osteoarthritis.
Karen Cornell, D.V.M., Ph.D. – Cancer research, mechanism’s. of metastasis. Oncology.
Kate Creevy, D.V.M., M.S., DACVIM – Internal Medicine.
Stephen Divers, BVetMed, MRCVS – Zoological medicine (exotic pets, wildlife, zoo and aquatic).
Christine Fiorello, D.V.M., M.S., Ph.D., DACZM. - Exotic Animal, Wildlife & Zoological Medicine.
Patrick Hensel, D.V.M., DACVD – Dermatology.
Erik Hofmeister, D.V.M., B.S., DACVA – Anesthesia.
Anthony Moore, D.V.M., B.S., DACVO – Ophthalmology.
Simon Platt, BVM&S, DAVCIM – Neurology.
Gregg Rapoport, D.V.M., DACVIM – Cardiology.
Branson Ritchie D.V.M., Ph.D. - Viral diseases of companion birds, Zoo animal medicine.
Scott Schatzberg, D.V.M., Ph.D., DACVIM – Neurology.
Chad Schmiedt, D.V.M., DACVS – Surgery.
Jo Smith, M.A., VetMB, Ph.D., DACVIM – Internal Medicine.
Cynthia R. Ward, V.M.D., Ph.D. - General endocrinology, feline hyperthyroidism. Internal Medicine.
21
Attachment D
6.
Three Outstanding Programs of this Nature in Other Institutions
See F, above (pg. 6).
7.
Inventory of Pertinent Library Resources
The University of Georgia has the largest library in the state, with more than 3.8 million
volumes. The UGA Libraries are members of the Association of Research Libraries and
ranked 35th in total volumes held and 9th in current periodicals owned in 2000. Moreover,
UGA is a Regional Depository library to the U.S. Superintendent of Documents and U.S.
Government Printing Office.
A.
Print Materials
The libraries of the University of Georgia have an impressive print collection in the
sciences and rank very high for a research university that does not have an affiliated medical
school. The science library contains approximately 750,000 total volumes, owns 1044
periodical titles in medicine and 1326 periodical titles in basic life sciences. There are
additional titles located in the main library that are relevant to some research areas.
B.
Electronic Materials
Like the print materials, the libraries of the University of Georgia offer very impressive
access to electronic resources, including full text journal articles. Among these resources are
the Web of Science from the Institute of Scientific Information, Science Citation Index with
back files to 1945 and Journal Citation Reports. Hundreds of additional databases are
available. Among these are CABI, Agricola, BIOSIS, Biological and Agricultural Index,
MEDLINE, Cambridge Scientific Abstracts, PsychInfo, Sport DISCUS and Chemical
Abstracts SciFinder Scholar. Important to the IBS Program is the electronic access to full-text
journal articles via Elsevier’s ScienceDirect (over 900 titles), Springer-Verlag, Academic
Press, Lippincott/Williams and Wilkins, Cell Press and several individual bioscience related
titles such as Annual Reviews. GALILEO also allows access to other full-text resources such
as AHFS Drug Information, CRC Handbook of Chemistry and Physics, Stedman’s Medical
Dictionary and USP/DI Drug Information. In summary, no new library support will be needed
to implement the Ph.D. Program in Veterinary and Biomedical Sciences.
8.
Facilities
The College of Veterinary Medicine will house the administrative offices for the Ph.D.
Program in Veterinary and Biomedical Sciences. Faculty involved in the Ph.D. Program in
Veterinary and Biomedical Sciences throughout the College of Veterinary Medicine have well
equipped laboratories to sustain their current research load. It is expected that students will be
trained in existing facilities. These include laboratories for genomics, proteomics, molecular
biology, physiology and pharmacology, toxicology, infectious diseases, microbiology,
virology, parasitology, and immunology. Hence, there are ample existing research facilities for
the program.
22
Attachment D
9.
Administration
The Ph.D. Program in Veterinary and Biomedical Sciences will be administered
through the College’s Office of the Associate Dean, Research and Graduate Affairs. The
Office of the Associate Dean will coordinate the development of detailed policies concerning
student financial support. In this effort, UGA has several strong graduate programs to use as
models, including the existing graduate programs in the college.
10.
Assessment
A.
Direct Student Assessment:
At the completion of the Veterinary and Biomedical Sciences Program, the College
graduate co-coordinator will interview students regarding their overall graduate experience.
Web-based questionnaires (an exit questionnaire and 5-year and 10-year post graduation
questionnaire) will be also sent to those who graduate from this program to assess its
effectiveness. Input will also be sought from graduates on what were the most helpful aspects
of the program and where improvement could be made. Examples of specific questions to be
asked include the following: 1) educational experiences and climate; 2) the effectiveness of
Ph.D. advisor and the advisory committee; 3) guidance in the preparation for scientific
meetings and writing of scientific manuscripts or grants; 4) adequacy of resources; 5) the
effectiveness of the Ph.D. program in preparing students for the workplace; and 6) the number
and sources of job offers received by students near completion and after graduation. VBS
graduates will also be asked about their academic successes including: 1) research grants as
primary investigator/co-investigator, source of funding, amount and duration of grants; 2)
research publications, reviews, books and book chapters; 3) other publications; and 4) awards,
honors and other noteworthy achievements. Responses will be compiled and reviewed by
relevant graduate faculty and proper adjustments will be made to the program.
B.
Learning Outcomes Assessment:
Parameters to be measured will include: 1) completion of the degree within a desirable
time range; 2) student-authored publications in peer-reviewed journals; 3) student-presented
posters and seminars; 4) graduate student fellowships/scholarships/awards and extramural
funding; and 5) post-graduation employment and salaries.
When problems or areas of weakness are identified through any of the above-described
methods, the College graduate co-coordinator will call a meeting of the program faculty to
discuss ways of correcting the problems. Once the problem has been discussed, and the faculty
who need to address the problem have been identified, a plan of action will be developed, and
subsequently implemented, to correct the problem.
11.
Accreditation
N/A
12.
Affirmative Action Impact
No expected change.
13.
Degree Inscription
Doctorate of Philosophy in Veterinary and Biomedical Sciences
14.
Fiscal and Enrollment Impact and Estimated Budget
Total Enrollment of PhD graduate students in the college is expected to increase
initially by approximately 10-15 students per year. The dean’s office currently provides an
23
Attachment D
administrative supplement for a faculty member who coordinates college-wide graduate
programs. A full-time administrative assistant position will be established to oversee the
administration of the proposed VBS PhD program and the existing VBS MS program. The
college has stipend support for up to 36 graduate students from various intra- and extra-mural
sources, and students enrolled in the VBS program will be eligible to apply for these funds.
We expect that the VBS PhD program will attract a higher percentage of post-DVM graduate
students and students who apply to the dual DVM/PhD. Program. These individuals are highly
competitive academically and they will be encouraged to apply for competitive Graduate
School assistantships. Faculty research grants and extramurally-funded institutional training
grants will provide additional stipend support as the program develops and student numbers
increase.
24
Attachment E
Proposal to terminate the Master of Plant Protection and Pest Management
(MPPPM) offered by the Department of Horticulture
1. Institution: University of Georgia
Date: 2/25/2010
2. School/College: College of Agricultural and Environmental Sciences
3. Department/Division: Horticulture
4. Program: Master of Plant Protection and Pest Management (MPPPM) as offered through the
Department of Horticulture only
Degree: Master of Plant Protection and Pest Management (MPPPM)
5. Deactivation _________________________ or Termination: X
6. Last date students will be admitted to this program: 1/1/2010
7. Last date students will graduate from this program: na, no students enrolled
8. Abstract of the deactivated or terminated program:
The Master of Plant Protection and Pest Management (MPPPM) is a professional master’s
degree program between the Departments of Entomology, Crop and Soil Sciences, and Plant
Pathology. The program is designed to produce graduates with comprehensive, multidisciplinary
training in Integrated Pest Management (IPM) of insect, plant disease, and weed pests of
agricultural, commercial, and home commodities. When the program was established,
horticulture was one of the departments approved to offer the degree. However, horticulture has
not had any active participation in this program for at least a decade, and does not plan to
participate in the future.
In the last decade, only one student has signed up for this program through the horticulture
department, and she did so by mistake. She is currently transferring to the MPPPM program
offered by the Department of Plant Pathology. Since the horticulture department has not had any
active students in this program, and is not planning on admitting students to this program in the
future we would like to terminate this program.
This termination will not have any impact on students, since there currently are no students in
this program, other than the one student who is transferring to the MPPPM offered through Plant
Pathology. Please note that this proposed termination applies only to the MPPPM program
offered through horticulture. This termination will not affect students in the future, since the
Attachment E
MPPPM program will remain available through the Departments of Plant Pathology, Crop and
Soil Sciences, and Entomology.
Likewise, this termination will not have any impact on faculty members, since no horticulture
faculty members are involved in this program. Since this program has been inactive for many
years, termination will have no impact on the graduate and undergraduate programs offered by
the Department of Horticulture. The department has no plans to reinstate this program in the
future.
9. Signatures
_______________________ _______________________ _______________________
Department Head
Dean of School/College
Dean of Graduate School