GPBMS Self Study - January 2011

Graduate Program in Biomedical Sciences Self-Study

School of Graduate Studies 147 Joe H. Reynolds Medical Building College Station, TX 77843-1114 979-862-3325 http://sgs.tamhsc.edu


January 2011

The following self-study was conducted under the direct supervision of Dr. Emily Wilson, Executive Associate Dean of the Texas A&M Health Science Center School of Graduate Studies and Amanda Allen, M.Ed., Program Coordinator for the School of Graduate Studies.

Members of the self-study committee, who aided in the development of this report, include:

Dr. David S. Carlson Dean, School of Graduate Studies

Dr. Brad Amendt Associate Dean, Houston

Dr. Larry Bellinger Associate Dean, Dallas

Dr. Cynthia Meininger Director of GPBMS – Temple

Dr. Roderick McCallum Vice President for Academic Affairs

Dr. Kathy Svoboda Director of GPBMS – Dallas

Dr. Van Wilson Associate Dean, Bryan/College Station/Temple

Additional support was provided by:

Nancy Anthony Program Coordinator for GPBMS - Dallas

Janis Bender Program Coordinator for GPBMS – Houston

Josephine Hernandez Program Coordinator for GPBMS – Bryan/College Station/Temple


GPBMS Self-Study Page 2

Table of Contents

Introduction 1

Purpose of the Self-Study 1

Self-Study Outline 2

I. Program Overview 3

A. Mission, Goals, and Objectives of the Program 3

B. Program Locations 4

C. Strategic Plan 4

D. Breadth of Coverage 5

E. Need/Demand for the Program 8

F. Collaborative Agreements with Academic Institutions 9

G. Training Grants and Fellowships 10

H. External Relationships 10

II. Program Structure and Curriculum 11

A. Educational Goals and Skills Acquisition 11

B. Degrees and Degree Requirements 11

C. Course Listing 13

D. Rationale of Course Sequencing 13

E. Course Assessment 13

III. Faculty 15

A. Graduate Faculty Appointments 15

B. Current Graduate Faculty Credentials and Assignments 16

C. Faculty Demographics 17

D. Faculty Support 17



E. Faculty Evaluation and Assessment 18

IV. Students 19

A. Admissions 19

B. Recruitment 19

C. Quality of New Students 20

D. Application and Admissions Data 20

E. Enrollment 21

F. Grading System 21

G. Record Keeping 22

H. Academic Performance 22

I. Academic Advisement and Career Counseling 22

J. Student Demographics 23

K. Methods and Levels of Financial Support for Students 23

L. Graduation Numbers and Rates 24

M. Graduate Placement Data 24

V. Facilities and Resources 25

A. Classrooms/Lecture Halls 25

B. Laboratories 25

C. Offices 25

D. Computer Facilities 26

E. Libraries 26

F. Research Equipment and Resources 27

G. Instructional Equipment and Technological Resources 28



VI. Organization and Administration 29

A. Organization of the Program 29

B. Program Expenditures 30

VII. Internal Mechanism for Assessment 33

A. Evaluation Procedures 33

B. Use of Evaluation Procedures to Initiate Change 34

VIII. Future of the Program 35

A. Evaluations and Reviews 35

B. Strengths and Unique Features 38

C. Programmatic Areas in Need of Improvement 39

D. Goals for the Future 40



Appendices

Appendix A – Mission, Goals, and Objectives 41

Appendix B – Map of Campus Locations 45

Appendix C – Strategic Plan 49

Appendix D – Memoranda of Understanding 53

Appendix E – Student Learning Outcomes 83

Appendix F – Institutional Goals, Strategic Plan, and SLOs 111

Appendix G – List of Graduate Courses 127

Appendix H – Sample Degree Plan 137

Appendix I – Graduate Faculty Guidelines 141

Appendix J – Graduate Faculty List 143

Appendix K – SGS Bylaws 159

Appendix L – GPC Membership List 161

Appendix M – School of Graduate Studies Forms 165

Appendix N – External Review Guidelines 177



Introduction

The Texas A&M Health Science Center (HSC) School of Graduate Studies (SGS) is dedicated to providing a rigorous and stimulating research and training environment for qualified students in the biomedical sciences and public health sciences. SGS students will furnish the intellectual capital required to advance the research and training mission of the HSC and ensure a new generation of leaders of basic scientists, clinician-scientists, and educators in the health sciences. The Graduate Faculty of the SGS is committed to excellence in interdisciplinary research training for students whose contributions will provide the fundamental knowledge needed to cure diseases and to improve health and well-being for all people. Purpose of Self-Study The focus of the present self-study is the SGS Graduate Program in Biomedical Sciences (GPBMS). The primary purpose of this self-study is to ensure that the GPBMS is functioning at the highest possible level of academic quality and is operating in a manner consistent with the missions of the HSC and the SGS. This self-study should serve as a means to provide information to the faculty, administrators, students, and the appropriate HSC governing bodies regarding the strengths and weaknesses of the GPBMS. In this sense, the self-study is a tool for critical reflection, renewal, and change. Through careful documentation and analysis, administrative officers, faculty, staff, and students will take advantage of the review process to assess the quality, centrality, demand, and costs associated with the graduate programs as a basis for program enhancement. The self-study will result in a set of recommendations crafted by faculty and endorsed by academic administrators that include concrete strategies and benchmarks for achieving improved quality. In addition to providing a means for self-assessment and providing information on which to base decisions for the future, the self-study will be used as supplemental information for performance of an external review. The self-study will serve as a means to provide background information to the external review team members so that they have adequate knowledge of the graduate programs being reviewed. Providing this information to the review team will result in a more meaningful assessment of the graduate programs as well as incorporations of improvements proposed by the review team. The GPBMS faculty and staff at each program location who know the program best and who will be responsible for carrying out the recommendations of the review were primarily responsibility for preparation of the self-study. These individuals include the Associate Deans, Graduate Committee members, program coordinators, and members of the SGS Graduate Program Council (GPC). Detailed analysis was conducted at each of the locations that house the graduate programs to better understand the programs as a whole and to address any site-specific issues or demands that were highlighted by the study.



Self-Study Outline The GPBMS Self-Study consists of eight main sections.

1. Program Overview: mission, goals, and objectives of the graduate program; description of the relationship of these goals to the institutional mission of the graduate school and HSC as a whole; need/demand for the program; and interdisciplinary activities and external relationships associated with the GPBMS.

2. Program Structure and Curriculum: educational goals and degree requirements;

description of the courses offered; and sequencing and selection process for completing courses of study.

3. Faculty and Staff: list of all Graduate Faculty, complete with information regarding

title, tenure status, and demographics; and process for evaluating faculty in the graduate program.

4. Students: student admissions, recruitment, enrollment, and demographics;

description of academic performance of students in the program compared to students from similar institutions; retention and graduation rates for students; typical employment placements for graduates; and opportunities for student support and development, such as academic advising, student activities, and financial assistance.

5. Facilities and Resources: number and adequacy of the various classroom, laboratory,

and media facilities at each of the locations of the GPBMS.

6. Organization and Administration: organizational overview of the leadership within the SGS; and support provided by the SGS and HSC; budgets and expenditures.

7. Internal Mechanism for Assessment: Student Learning Outcomes (SLO); and how

assessment is used to facilitate change in and make improvements in the program.

8. Future of the Program: current strengths and unique features of the GPBMS; strategies for improvement; and goals for the next five years.



I. Program Overview

A. Mission, Goals, and Objectives

The overarching mission of the HSC is to dedicate the full measure of resources and abilities to advancing the knowledge and technologies of the health professions, and to bring Texans the finest in health education, promotion and care. This mission is supported by four institutional goals:

1. Excellence in Academics 2. Excellence in Research and Scholarship 3. Excellence in Service 4. Excellence in Accountability and Resource Optimization

The mission of the SGS is to provide effective support and leadership throughout the HSC for the establishment, coordination and support of academic training programs in the health sciences. This mission is supported by two primary strategic goals within the SGS:

1. To educate the next generation of biomedical, public health, and clinical researchers and educators.

2. To promote innovative research programs in biomedical, translational, and clinical sciences that are competitive for extramural funding and will establish and maintain the HSC as a leader in health sciences research.

The GPBMS seeks to maintain and continually improve an environment and program of instruction in which students develop competency in the area of modern biomedical science. In support of this mission, the GPBMS strives to integrate basic and translational research and education leading to a M.S. and/or Ph.D. degree for biomedical scientists who will be the future leaders in biomedical research and education. Students will learn the guiding principles of how to conduct biomedical research while also acquiring the necessary theoretical background and appropriate knowledge and skills to contribute to the development of the area of biomedical science in the hopes of improving human health.

The goal of the GPBMS is to provide an educational experience that emphasizes the development of a strong background in basic science, research methods, and ethical principles of biomedical research. Graduates will have the ability to critically evaluate research problems, as well as, have the inquiring attitude necessary to pursue advancement and innovation in research. Students involved in the GPBMS will master the subject matter of a broad field of study and will demonstrate the ability to conduct independent research. The mission and goals of the GPBMS are supported by six primary SLO that direct the operations of the program:



1. Proficiency in core biological principles. 2. Advanced knowledge in a selected area of concentration. 3. Capacity to conduct biomedical research. 4. Competence in written communication, verbal communication, and pedagogy. 5. Ability to critically read biomedical literature. 6. Fundamental knowledge of ethics in research.

Each of the SLO of the GPBMS is supported by the strategic goals of the SGS and the institutional goals developed by the HSC. See Appendix A for a report linking the SLO of the degree program to the goals of the SGS and HSC.

B. Program Locations

The HSC has campuses anchored by schools, colleges, and institutes at a number of locations throughout the State of Texas, including Bryan/College Station (College of Medicine [COM], School of Rural Public Health, and College of Nursing), Temple (a branch campus of COM), Dallas (Baylor College of Dentistry [BCD]), Houston (Institute of Biosciences and Technology [IBT]), and Kingsville (Rangel College of Pharmacy). Each of the HSC schools and college administers the predoctoral (e.g. M.D., D.D.S., Pharm.D.) and professional postgraduate training programs at their respective locations. The SGS is an overarching school of the HSC that provides administrative oversight for all graduate programs offered within the HSC. Currently, the SGS maintains a graduate program in biomedical sciences and another in public health sciences. The administrative headquarters of the SGS is located in College Station. Administrative officers and staff assigned to the SGS are present for both of the approved graduate programs at each of the locations in which they are housed. Additional local support for the SGS programs is provided through partnership with each of the HSC professional schools. The SGS administers components of the GPBMS at three of the HSC branch campuses: Bryan/College Station-Temple, Dallas, and Houston. Each campus has a critical mass of SGS Graduate Faculty, specialized resources and facilities for research and education, and unique concentrations of study. Each campus and concentration supports the mission, goals, and SLO established by the SGS. Local administrative support for the GPBMS is provided by COM for Bryan/College Station and Temple, BCD for Dallas, and IBT for Houston. See Appendix B for a map of the various locations where the GPBMS is housed.

C. Strategic Plan

The strategic plan for the SGS provides the connection between the overarching goals of the SGS to the SLO. The strategic plan developed for the GPBMS focuses on training scientists for a career in biomedical research and education, with emphasis on translation of basic research discoveries into clinical advancement for improving



human health. This plan incorporates all aspects of becoming a successful leader in the area of biomedical research and education through development of proficiency in core and specialized biological principles, ability to critically read biomedical literature, capacity to conduct biomedical research in an ethical manner, and ability to communicate the results. See Appendix C for a report outlining the strategic plan for the SGS as it relates to the GPBMS.

D. Breadth of Coverage

The Graduate Faculty each has their primary appointments in an HSC school, college, or institute. In addition to providing support for the Graduate Faculty, the HSC schools, colleges, and institutes at each location provide administrative personnel who communicate and interact on a regular basis with the central office of the SGS. Each campus and program maintains a Graduate Committee comprised of members of the Graduate Faculty that is advisory to the SGS through their Associate Deans. The primary role of each Graduate Committee is to provide local oversight for the GPBMS program, concentrations, and students as well as feedback to the central SGS office. There are a number of concentrations of study, or tracks, offered within the GPBMS that allow SGS graduate students to focus their training and research on a particular area within the field of biomedical science. Each campus location of the GPBMS offers different concentrations of study based on the specialties and research interests of their Graduate Faculty, resources available, and interactions with neighboring institutions. Although graduate students typically apply to and matriculate at a specific location based on their academic interests, students may take classes at any location of the SGS and may move locations, with approval of the appropriate SGS committees, to pursue alternative concentrations of study with GPBMS faculty. 1. Bryan/College Station-Temple Campus (in association with the College of

Medicine)

The graduate training experience for GPBMS students located on the HSC Bryan/College Station campus is enhanced by their ability to take graduate courses for credit through institutional affiliations with graduate programs at Texas A&M University. Biochemistry and Structural Biology. Emphasis in the Biochemistry and Structural Biology Track focuses on understanding how proteins are synthesized and assembled into functional macromolecules. State-of-the-art biophysical technologies are exploited to define mechanisms for protein folding and protein trafficking in the endoplasmic reticulum and nucleus. Reverse genetic approaches are used to elucidate the roles of newly discovered proteins and define functional protein domains.



Cell and Molecular Biology. The Cell and Molecular Biology Track spans a wide range of biological processes, from events that occur within the nucleus to those in the extracellular matrix. Individual research programs focus on understanding basic cellular mechanisms (e.g., DNA replication, transcription, and protein sorting), molecules that control complex regulatory pathways (e.g., signal transduction, gene regulation, epigenetics, development, and differentiation), and the molecular basis for cancer.

Microbial and Molecular Pathogenesis. The Microbial and Molecular Pathogenesis Track focuses on the interplay between pathogens and hosts. Considerable emphasis is placed on the infectious agents themselves (viruses, bacteria, and parasites), including host recognition and invasion. The mechanism for action of toxins and pore-inducing proteins are highlighted. Research on host resistance/response pathways includes studies on cellular and humoral immunity. Cutting edge investigations in vaccine development and delivery provide strong clinical applications to this diverse pathogen research program. Other focal areas include molecular pathogenesis in cancer, including oncogene expression and angiogenesis.

Neuroscience. The Neuroscience Track embraces a number of diverse interests in the central and peripheral nervous systems, including gene expression, neurophysiology, neuropharmacology, neuroendocrinology, and signal transduction. Faculty members make strong contributions to research in alcohol and drug abuse, circadian rhythms, neural development, and neurodegradation. In addition to the Neuroscience Track in the GPBMS, students interested in neuroscience may opt to apply to the Interdisciplinary Graduate Program in Neuroscience, a joint degree-granting program between Texas A&M University and Texas A&M Health Science Center (TAMU). Faculty participating in this program include members of the Biology Department, the Psychology Department, the College of Veterinary Medicine at TAMU in addition to faculty in the HSC. The first class for this program was admitted for the 2010-2011 academic year.

Systems and Translational Biology: In the post-genomic age, two major trends have revolutionized medical research. First, systems biology has integrated traditional life science disciplines with quantitative sciences of mathematics, engineering and computer science to address complex problems in human biology and medicine. Second, the marked advances in cell and molecular biology have allowed scientists to move knowledge from "bench to bedside" in the new field of translational medicine. The Systems and Translational Biology track in the medical sciences program provides students with knowledge and tools to investigate human biology and medicine at the leading edge of medical research.



2. Dallas Campus (in association with Baylor College of Dentistry)

The graduate training experience for GPBMS students located on the HSC Dallas campus is enhanced by their ability to take graduate courses for credit through institutional affiliations with the University of Texas-Arlington, the University of Texas-Dallas, and the University of Texas Southwestern Medical Center. Dental and Craniofacial Biology. The Dental and Craniofacial Biology track offers numerous areas of research specialization for students, including craniofacial development and genetics, orofacial pain; and bioengineering-regeneration. Students focusing on craniofacial development and genetics take advanced courses in the molecular and cellular biology of bones and teeth. Students studying craniofacial pain take advanced courses in neuroscience combined with anatomy, molecular biology, physiology, and pharmacology. Students in the bioengineering-regeneration program focus on tissue regeneration and the underlying biological mechanisms leading to normal structure and function of craniofacial tissues and the possibility of repairing diseased tissue through bioengineering.

The clinical setting of the Dallas campus lends itself to a program in translational and clinical research. Students interested in this field also have the opportunity to pursue a track in translational and clinical research that has been developed through joint collaboration between the BCD and the University of Texas Southwestern Medical Center (UTSWMC) on an NIH NCRR Roadmap Training Grant. This KL2 (formerly K12) program, which is part of a funded Clinical Translational Science Award, has the potential to revolutionize training in dental and craniofacial research by offering dental clinical faculty the opportunity to train in a rigorous Clinical Science Scholars Program at UTSWMC and conduct patient-oriented research at the Dallas campus.

3. Houston Campus (in association with the Institute of Biosciences and Technology)

The graduate training experience for GPBMS students located on the HSC Houston campus is enhanced by their ability to take graduate courses as part of the Graduate School of Biomedical Sciences (GSBS) in the Texas Medical Center, which is administered through the University of Texas Health Science Center-Houston. In addition to faculty and students from the HSC-Houston campus and the University of Texas Health Science Center-Houston, the GSBS includes graduate faculty and students from the University of Texas MD Anderson Cancer Center and Baylor College of Medicine. Cell and Developmental Biology. The Cell and Developmental Biology Track focuses on the biology of the cell and developmental aspects of mammalian embryology using the mouse as a model system, with emphasis on understanding normal developmental processes and identifying the specific perturbations in these processes that lead to developmental defects. The primary areas of study within



this track include cancer and stem cell biology, mechanisms of cell growth, replication, differentiation, aging and death, and cardiovascular development and disease. Microbiology, Immunology and Pathogenesis. The Microbiology, Immunology, and Pathogenesis Track focuses on the biology of microbes in disease and disease mechanisms, including the pathogenesis of infections. Emphasis is placed on the molecular mechanisms of specific pathogens and their ability to evade host cell defenses, immune responses to bacterial and viral infections in vertebrate host cells and the pathology of these microbes. A primary area of study within this track is to provide students with the knowledge and training to help hospitals and clinics with treatments for the control of diseases. Other areas of study within this track include pulmonary biophysics, cell physiology, and environmental factors affecting pathogenesis. Molecular Genetics, Birth Defects and Cancer. The Molecular Genetics, Birth Defects, and Cancer Track focuses on the environmental causes of genetic defects and underlying causes of inherited or somatic genetic mutations that cause birth defects. The emphasis of this track is to understand the molecular basis for environmental toxins in causing disease and the cellular processes involved in the cellular response to cancer causing agents and toxins. Areas of focus within this track include toxicology, embryology, cancer and molecular biology, teratology, birth defects research, and environmental genetics.

E. Need/Demand for the Program

Training of graduate students in the biomedical sciences is generally considered an integral and essential component of a comprehensive health science center. As a result, similar programs can be found in each of the major health-related institutions throughout the State of Texas, including:

• Baylor College of Medicine • Texas Tech University Health Science Center • University of North Texas Health Science Center • University of Texas Health Science Center – Houston • University of Texas Health Science Center – San Antonio • University of Texas Medical Branch • University of Texas Southwestern Medical Center

Current statistics regarding graduate student enrollment for each of these institutions, as well as the SGS, can be found in Table 1.1.



Table 1.1 Institution No. of Ph.D. Students Texas A&M HSC School of Graduate Studies 136

Texas Tech University HSC 69

University of North Texas HSC 122

University of Texas Medical Branch 243

University of Texas HSC – San Antonio 411

University of Texas HSC – Houston 445

University of Texas Southwestern Medical Center

465

Baylor College of Medicine 580

According to the United States Occupational Outlook Handbook, 2010-2011 edition, medical scientists held about 109,400 jobs in 2008 while biological scientists held about 91,300 jobs. In 2008, approximately 31 percent of medical scientists were employed in scientific research and development services firms. Another 27 percent were employed in educational services; 13 percent were employed in pharmaceutical and medicine manufacturing; and 10 percent were employed in hospitals. Also in 2008, approximately 40 percent of biological scientists were employed by various government agencies, while the rest worked primarily in laboratories, the manufacturing industry, or educational institutions.

Employment is expected to increase for both medical (40 percent) and biological (21 percent) scientists from 2008-18, much faster than the average for all occupations. Employment growth should occur as a result of the expected expansion in research related to illnesses, such as, AIDS, cancer, and avian flu, along with growing treatment problems, such as, multiple antibiotic resistant organisms. Medical and biological scientists will continue to be needed because they contribute greatly to the development of treatments and medicines that improve human health. Students trained in the GPBMS have a sound foundation for academic, industry and government jobs. Students trained in this program will be qualified for postdoctoral training in the best universities and laboratories in the country. F. Collaborative Agreements with Academic Institutions The HSC has several memoranda of understanding (MOU) and letters of cooperation for instruction and research training between the various SGS campuses and external colleges and institutions. Each school offers unique training and learning opportunities in the form of seminars, workshops, core research facilities, and specialized classes. Students from each school involved in the MOU are allowed to train and take classes at either institution. Faculty



from each of the institutions involved in the agreements freely interact and may serve on student dissertation and advisory committees. MOUs currently exist between the SGS/HSC and the following institutions:

• Baylor College of Medicine • East China Normal University • Tecnologico de Monterrey School of Medicine • Texas A&M University • University of Texas – Arlington • University of Texas Health Science Center– Houston • University of Texas Southwestern Medical Center (pending) • Wuhan University • Xiamen University (letter of cooperation)

See Appendix D for the complete set of MOU.

G. Training Grants and Fellowships Students, post-doctoral associates, and faculty within the SGS have been awarded training grants and/or fellowships from the following organizations:

• American Heart Association • Department of Defense • Department of Health and Human Services • Health Resources and Services Administration • National Institutes of Health • Robert Wood Johnson Foundation

H. External Relationships

A number of external relationships regarding sponsored research projects exist between SGS students and/or faculty and the following industry agencies:

• Amgen Corporation • Dental Designs • Dentsply • Genzyme • GreenVac • Inhibitex • Macuclear • Medtronics • Novartis • Periosciences • Primus Consulting • Texas Brain and Spine Institute • Wyeth



II. Program Structure and Curriculum

A. Educational Goals and Skills Acquisition The GPBMS has established a set of six SLO serve as the underlying structure upon which the degree program is built. The SLO specifically outline the skills that have been identified as necessary for all students to master upon completion of the program. The SLO for the GPBMS are as follows:

1. Proficiency in core biological principles. 2. Advanced knowledge in a selected area of concentration. 3. Capacity to conduct biomedical research. 4. Competence in written communication, verbal communication, and pedagogy. 5. Ability to critically read biomedical literature. 6. Fundamental knowledge of ethics in research.

Each of these SLO is accompanied by a number of measures that allows for determination of student success within a particular outcome. The SLO are also directly related to the goals of the graduate program, SGS, and the HSC. See Appendix E for the complete set of SLO, their measures, and performance targets for both the Ph.D. and M.S. in the GPBMS. See Appendix F for the complete set of SLO and the related strategic and institutional goals for the GPBMS. B. Degrees and Degree Requirements

There are two degrees offered through the GPBMS:

• Doctor of Philosophy (Ph.D.) in biomedical sciences • Masters of Science (M.S.) in biomedical sciences

The basic requirements in order for a student to graduate with a Ph.D. from the GPBMS are as follows:

• Students must maintain a minimum grade point average (GPA) of 3.0 on a 4.0 scale.

• Students must complete a minimum of 96 credit hours. Students entering with an advanced or clinical degree may be eligible to receive credit based off of their past coursework, but no more than 32 credit hours will be accepted toward the 96 total hours needed.

• Students must successfully complete set of required courses, including a course in ethics, elective courses, and research hours.

• Students must pass a preliminary examination to be evaluated by their Advisory committee.

• Students must propose, complete, and successfully defend a dissertation upon completion of their original research.



The basic requirements in order for a student to graduate with an M.S. from the GPBMS are as follows:

• Students must maintain a minimum grade point average (GPA) of 3.0 on a 4.0 scale.

• Students must complete a minimum of 32 credit hours. Students entering with an advanced or clinical degree may be eligible to receive credit based off of their past coursework, but no more than 10 credit hours will be accepted toward the 32 total hours.

• Students must successfully complete a set of required courses, including a course in ethics, elective courses, and research hours.

• Students must complete and successfully propose, prepare, and defend a thesis upon completion of their research.

• A non-thesis option is also available under certain circumstances and requires completion of at least 36 credit hours

The SGS also offers two dual clinical-academic degree programs in conjunction with sister schools within the HSC as part of the GPBMS. The Doctor of Medicine M.D./Ph.D. is offered in conjunction with the College of Medicine. The Doctor of Dental Surgery D.D.S./Ph.D. is offered in conjunction with the Baylor College of Dentistry.

Special circumstances surrounding the combined M.D./Ph.D. programs include:

• Students must initially apply for admission to both the M.D. and Ph.D. programs. • Upon acceptance, students will consult with the program director for the

M.D./Ph.D. program regarding the alternatives available for entry into each phase of the M.D. and Ph.D. training. Available options are:

o 2 yrs – M.D., 3 yrs – Ph.D., 2 yrs – M.D. o 3 yrs – M.D., 3 yrs – Ph.D., 1 yr – M.D.

• The typical timeline for completion of the joint M.D./Ph.D. degree is seven years, during which students will integrate their clinical education and investigational research training under the direction of experienced faculty.

Special circumstances surrounding the combined D.D.S./Ph.D. programs include:

• Students must initially apply for admission to both the D.D.S. and Ph.D. programs.

• Upon acceptance, students will consult with their program director regarding the alternatives available for entry into each phase of the D.D.S. and Ph.D. training.

• The expected timeline for completion of the joint degree is seven years, during which students will integrate their clinical education and investigational research training under the direction of experienced faculty.



C. Course Listing

See Appendix G for a complete list of the courses offered during AY 2010-11 through the SGS for the GPBMS.

D. Rationale of Course Sequencing

While pursuing a degree in biomedical sciences from the SGS, students must take courses in a particular order to help them to develop a strong foundation of knowledge upon which to build their education and to ensure that all of the SLO for the program are met. Students develop a personalized degree plan with their student advisory committee. These degree plans outline a specific set of required courses that are essential to mastering the basic principles of biomedical science and the more specific knowledge and skills set for the particular concentration that they have selected. Although there are specific degree plans that have been approved for each track, students are still offered a great deal of flexibility in determining many of their courses and the order in which they will take them. Students must specify their degree plan based on their research interests, personal educational goals, and career aspirations. Much of this specificity is in the form of elective coursework that helps to enhance a student’s core knowledge base, improve upon their understanding of their specific research project, or correct a deficiency in the student’s comprehensive understanding of their specific track. In order to determine the specifics of their particular degree plan, each student in the GPBMS must personalize their plan with their mentor and Advisory Committee. The course selection and sequence is determined by a student’s area of interest, their pre-requisite completion record, and the availability of courses in a particular semester. See Appendix H for a sample degree plan developed for students pursuing a Ph.D. in biomedical sciences. Each student’s progress is monitored as they progress through their selected coursework to ensure that they are adequately fulfilling the degree requirements based on their specified degree plan. Briefly, each Graduate Committee is responsible for monitoring student progress through the program. Based on these tracking results, the each Associate Dean or designee sends out information and reminders of the requirements each semester and informs individual students of their progress. Each student’s Advisory committee also meets at least annually with the student to determine how successful the student has been, both in their academic course work and research, and to make suggestions as to how to proceed through the program. E. Course Assessment

Courses offered to graduate students in the GPBMS are regularly evaluated at each branch campus to ensure that the curriculum offered through the SGS stays current, relevant, and effective. There are currently no procedures in place at the SGS.



There are two primary methods for evaluating course effectiveness. Both methods are employed at the campus level and are overseen by the Associate Dean and Graduate Committee for each location. The first method of course assessment is to gather student input about the course through student evaluations. These evaluations are completed at the end of each course and help assess how students feel regarding the information covered and outcomes achieved for that course. Student assessments play an integral part in deciding whether a course is continued the following year or not. A second method for evaluating course effectiveness is assessment by a campus-based committee. The committee is led by the Associate Dean for that campus and may include course directors and other faculty. This committee considers a number of factors when evaluating a course, including student evaluations, instructor assessment of the course, content and course outcomes, and appropriateness of the course in the program. The overall evaluation determines the value of the course in the education of graduate students in the program and ultimately determines what, if any, alterations to the course are necessary.



III. Faculty

A. Graduate Faculty Appointments

Members of the SGS Graduate Faculty are all considered experts in their field of study and greatly enhance the graduate program through their scholarship, teaching, and research. The academic credentials of each faculty member with a primary academic appointment in the HSC must be reviewed by the SGS GPC and approved by the Dean of the SGS in order for membership to be granted. There are four designations for members of the Graduate Faculty. Each designation comes with its own distinct set of responsibilities and duties. 1. Full Member

Any faculty member of the Texas A&M University System (TAMUS), or other authorized institution, who has an academic appointment of Professor, Associate Professor, Assistant Professor, who wishes to be an active participant in graduate programs of the SGS and who presents appropriate evidence of academic/professional accomplishment is eligible to become a Member of the Graduate Faculty. Exceptions may be made for faculty members from other institutions and for non-faculty members if the candidate has an unusual or unique contribution to make to the graduate program of the SGS and approval is granted by the GPC and the Dean of the SGS. A Member of the Graduate Faculty may teach graduate courses and serve as a member, co-chair, or chair of a graduate student's advisory committee and perform other functions requested by the Dean.

2. Associate Member

Faculty who are not actively involved in education and research training of SGS students on a regular, ongoing basis, Research Scientists, Instructors and Lecturers, and professional staff employed by formal affiliates of the HSC and other members of the TAMUS, and employees of federal and state agencies who hold the highest earned degree common to their discipline may be granted Associate Member status on the Graduate Faculty of the SGS provided the individual's appointment will be beneficial to the graduate program. It is expected that a nominee for Associate Member status has exhibited appropriate evidence of academic/professional accomplishment. Recognized scholars and authorities whose merits are clearly established need not be measured by standard academic criteria. An Associate Member of the SGS Graduate Faculty may teach graduate courses and serve as member or co-chair (but not as chair), with a Member as the other co-chair, of a graduate student’s advisory committee.



3. Adjunct Member

Recognized scholars who do not hold a permanent appointment in the HSC or affiliated institutions but who otherwise meet the basic requirements for the status of Member or Associate Member of the Graduate Faculty, as described previously, may be eligible for appointment to Adjunct Member status. Such nominations should be made when there is an apparent need and the head of an academic department/center or graduate program of the HSC can present justification. It is expected that a nominee for Adjunct Member status has exhibited appropriate evidence of academic achievement or, in the case of a professional discipline, has exhibited appropriate evidence of professional accomplishment. Recognized scholars and authorities whose merits are clearly established need not be measured by standard academic criteria. An Adjunct Member of the Graduate Faculty may teach graduate courses and serve as a member or co-chair (but not chair), with a Member as the other co-chair, of a graduate student’s advisory committee.

4. Special Member

Special Appointments to the SGS may be made when the head of an academic department/center or graduate program director wishes to have qualified individuals serve on a student’s advisory committee without being permanently on the Graduate Faculty as a Member, Associate Member, or Adjunct Member. Special Appointment shall be made by the Dean of the SGS upon recommendation of the Associate Dean/Director of Graduate Studies. These appointment nominations must list the period of expected participation and are subject to annual review. In the letter of request, the Associate Dean/Director of Graduate Studies should indicate if the Special Appointment status is to be limited to the one specified committee, to one specified teaching assignment, or to a fixed length of time (e.g., for one or two years).

See Appendix I for the Graduate Faculty Guidelines utilized by the SGS.

B. Current Graduate Faculty Credentials and Assignments

See Appendix J for a complete list of the current Graduate Faculty, their credentials and tenure status for AY 2010-11 for the GPBMS.



C. Faculty Demographics

The race/ethnicity distribution of the GPBMS Graduate Faculty is available in Table 3.1. Table 3.1

White Black Hispanic Other Bryan/College Station/Temple 69% 8% 8% 15% Dallas 67% 6% 0% 27% Houston 41% 0% 0% 59% GPBMS 60% 5% 2% 33%

The gender breakdown of the GPBMS Graduate Faculty is available in Table 3.2. Table 3.2

Male Female Bryan/College Station/Temple 85% 15% Dallas 75% 25% Houston 88% 12% GPBMS 80% 20%

D. Faculty Support

The SGS is significantly aware of the importance of developing and maintaining a strong Graduate Faculty in order to excel both the academically and scientifically. Therefore, the SGS as well as the other schools, colleges, and institutes within the HSC provide multiple means of support in the areas of research, teaching, and service. Through this support, current Graduate Faculty members are provided with the means and the tools to continually enhance their abilities as educators and researchers. This support also serves to help recruit new Graduate Faculty members who are leaders in health science research and academics. 1. Support for Research

• Appointment, Promotion, and Tenure (AP&T) committee recognition of research efforts and scholarly activities, including grants, publications, and oral presentations.

• Start-up funds provided for new investigators with senior faculty advisors. • Faculty development grants sponsored by the HSC. • Campus-based research awards and recognition. • Texas A&M Research Foundation pre- and post-award personnel provide

support for NIH and NSF grants. • Travel support to collaborate with researchers, both faculty and students, that

are located on other SGS campuses or at other schools within the HSC. • Travel support for attendance at national meetings.



2. Support for Teaching Effectiveness

• AP&T committee recognition of teaching commitments, including the number of hours in lecture, laboratory, or clinics and the quality of teaching.

• Seminars, workshops, and retreats sponsored by the SGS and other schools within the HSC and/or TAMU.

• Peer-to-peer evaluations. • Shared lecture handouts and slides for new teachers. • State-of-the-art lecture halls with computers, projectors, recording devices, and

Information Technology backup.

3. Support for the Service Activities

• AP&T committee recognition of service. • Opportunities provided to serve on committees that interest the faculty member. • Travel support provided to attend committee meetings on other SGS campuses

or at other schools within the HSC. • Allowed time to serve on committees.

E. Faculty Evaluation and Assessment

All Graduate Faculty in the SGS are evaluated on an annual basis by their department chair or director to assess their performance, discuss any problems, and plan for the future. Each faculty member completes an annual report in which they record their activities and progress for the year. They then meet with their department chair or director to discuss their self-evaluation, with particular emphasis on any successes and/or problems, and goals or plans for future progress. During the performance review, the member is evaluated in each of the three primary areas that are necessary for promotion and tenure, i.e. research, teaching, and service. This evaluation is used to determine what responsibilities the faculty member will have in the future. Currently, there is no procedure for evaluating faculty at the SGS level.



IV. Students

A. Admissions

Students interested in pursuing a degree from the SGS GPBMS must go through a formal application process and meet a set of minimum requirements for the program. The SGS is currently in the process of fully transitioning the application process to utilize the ApplyTexas application form. For the past few years, the SGS has utilized this form for all students applying to the Bryan/College Station-Temple and Houston campuses. Due to problems with distribution of materials, the transition is still a work in progress and has not yet been implemented at the Dallas campus. Students applying to enter the GPBMS at the Dallas campus must submit a completed graduate application form found on the BCD Office of Research and Graduate Studies’ “Prospective Students” webpage. Plans are currently underway to incorporate the ApplyTexas form into the admissions process for the Dallas campus within the next two academic years. Additional application requirements for those students interested in entering the program include:

• A baccalaureate, graduate, or clinical degree from an accredited institution. • A competitive grade point average (GPA) verified by official transcripts. • Official Graduate Record Exam scores submitted at the time of application. • At least three letters of reference.

All international applicants must submit a transcript analysis that provides the English translation of their official transcripts as well as a course-by-course listing of U.S.A. grade point equivalencies and diploma/degree statements. International applicants whose native language is not English must fulfill an English proficiency requirement of an acceptable Test of English as a Foreign Language or Graduate Record Exam score.

B. Recruitment

The SGS serves a variety of students with a number of different backgrounds and areas of interest. The GPBMS is particularly interested in recruiting the best domestic students in order to increase their ability to apply for and be successful in obtaining federally funded training grants. Underrepresented minorities are also highly sought after in order to create a diverse student population within the graduate program. Faculty and staff from the SGS attend a number of recruiting events each year in the hopes of engaging both minorities and women into the program. Such events include the Annual Biomedical Research Conference for Minority Students and the Society for Advancement of Chicanos and Native Americans in Science annual conference. Each location of the GPBMS seeks to recruit students with an interest in the concentrations offered at that location. The Bryan/College Station -Temple campuses actively seek students that are primarily interested in the medical sciences, specifically



in such areas as biochemistry and structural biology, cell and molecular biology, and molecular pathogenesis. The Dallas campus seeks to recruit students who are primarily focused on oral health and dental-related areas of biomedical science, including craniofacial development, pain, and anomalies. Finally, the Houston campus primarily recruits those students with an interest in molecular genetics, stem cell and cancer biology, and infectious disease. Students with advanced and/or clinical degrees are highly desirable candidates for the program, as are students with previous research publications dealing with the biomedical sciences.

C. Quality of New Students

Those students who are interested in pursuing a graduate degree through the GPBMS tend to have a strong desire to conduct independent research. Students have typically had previous research experience and some have completed a graduate degree in a biomedical science field or a clinical degree. Most students entering the program have career aspirations of working in basic biomedical science programs, becoming a faculty researcher, or entering into some field of biomedical sciences as a basic researcher or clinician-scientist. D. Application and Admissions Data

The number of applicants to the GPBMS has held fairly constant over the years, as has the numbers of students accepted and reporting to the program. The breakdown of the admission statistics for the GPBMS is available in Table 4.1. Table 4.1

Bryan/College Station/Temple Campus Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Fall ‘10 Total

Applications 86 42 33 56 60 277 Accepted 18 14 14 10 16 72 Matriculated 12 10 11 14 14 61

Dallas Campus Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Fall ‘10 Total Applications 9 10 11 16 9 55 Accepted 5 1 1 6 7 20 Matriculated 2 0 1 5 6 14

Houston Campus Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Fall ‘10 Total Applications 26 24 20 16 14 100 Accepted 7 6 10 6 6 35 Matriculated 5 6 3 4 6 24

Total GPBMS Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Fall ‘10 Total Applications 121 76 64 88 83 432 Accepted 30 21 25 22 29 127 Matriculated 19 16 15 23 26 99



E. Enrollment

The breakdown of the GPBMS enrollment based on location for the 2010-11 academic year is available in Table 4.2. Table 4.2

Campus Number of Students Enrolled Bryan/College Station 46 Dallas 26 Houston 42 Temple 22 Total GPBMS 136

F. Grading System

Students in the GPBMS are graded on a 4-point scale, with the distribution of points as follows:

Letter Grade Grade Points A 4.0 B 3.0 C 2.0 D 1.0 F 0.0

Passing grades for graduate and post-graduate students are a “B” and above; however, students are required to maintain a cumulative GPA of 3.0 (B) or better in order to remain in good standing. Failure to maintain a “B” average, or receipt of a “D” or “F” in any course, is sufficient cause for dismissal from the program. The grade of “I” (incomplete) may be given only in such circumstances where the completed portion of work in the course is of passing quality, but the student has not finished the entire required course load. Students also register for research credits for the time spent working in laboratory; these credits are graded as either “Satisfactory” or “Unsatisfactory”. A grade of “Unsatisfactory” must be changed within the next semester or the student is at risk for dismissal from the program. The grading policy is published in the student handbooks and in the Graduate Student Due Process document which are distributed to all incoming graduate students during orientation week. These documents are also posted in electronic form on the HSC website. The grading policy is also included on all course syllabuses and/or the introductory pages for each course’s lecture handouts.



G. Record Keeping

The HSC utilizes the SunGard Banner program for maintenance of student information and records.

H. Academic Performance

All students participating in the GPBMS must maintain a GPA of 3.0 or higher. This results in a high level of performance by a majority of students and sets a standard of excellence for students. Students whose GPA falls below the minimum 3.0 GPA are placed on probation and may be given up to one year to raise their GPA based on the recommendation of their student advisory committee. After the probation period, the student is dismissed from the program if their GPA remains below 3.0. Semi-direct comparison with students from TAMU, Baylor College of Medicine, University of Texas at Arlington, University of Texas at Dallas, University of Texas Health Science Center at Houston, and the University of Texas Southwestern Medical Center is possible due to the MOUs that exist or are pending between the SGS and these institutions. SGS students compete with students from these institutions in the classroom which allows for a relationship to be established regarding their strengths and abilities in comparison to one another. Graduate students in the SGS must maintain a cumulative GPA of 3.0, including grades earned in courses taken at these partner institutions. This provides a strong benchmark for determining that SGS students perform at a level as high as, if not higher than, graduate students from these other schools.

I. Academic Advisement and Career Counseling

Academic advisement and career counseling are an integral part of each graduate student’s journey through the graduate program. Advising occurs in a student’s academic career for a number of reasons, which include:

• Ensuring proper course selection. • Monitoring that the student is making adequate progress through the program. • Periodically reviewing the student’s research. • Evaluating the development of the student’s thesis or dissertation. • Developing career goals and/or post-graduate options.

Academic advice regarding course selection and progress through the program is provided by a student’s mentor and the student’s advisory committee. Each student’s mentor and advisory committee serve to help the student map out their entire degree plan based on their area of interest. The mentor and advisory committee are also responsible for helping the student adjust their degree plan as needed and monitor their progress through the plan. The advisory committee meets with the student on at least an annual basis to assess their progress through the program, review their research, and oversee the entire thesis or dissertation process. Students are also encouraged to meet with the Associate Dean for Graduate Studies or designee for their campus to receive additional support and advice regarding their academic program. Career counseling is handled in a similar fashion as academic advising. Mentors, advisory committees, and the Associate Deans for Graduate Studies all are available to offer guidance and



assistance in planning for a career. The Office of the Graduate Studies on each campus is also equipped with a number of resources and information brochures that can aid a student in better understanding their options for the future. Various career counseling services are also offered by the HSC to ensure that student needs are met in regard to future planning.

J. Student Demographics

The race/ethnicity distribution for students in the GPBMS is available in Table 4.3. Table 4.3

Graduate Program in Biomedical Sciences Men Women Total Non-Resident Aliens 13.3% 11.5% 24.8%

U.S. Citizens and Resident Aliens

American Indian/ Alaskan Native 0.2% 0.7% 0.9% Asian/Pacific Islander 3.3% 6.3% 9.6% Black 2.8% 3.9% 6.7% Hispanic, Latino 6.3% 8.1% 14.4% White 22.7% 18.7% 41.4% Other/Unknown 1.3% 0.9% 2.2%

Total 49.9% 50.1% 100%

K. Methods and Level of Financial Support for Students

Financial support for GPBMS students in the form of stipends and employment as a graduate research assistant varies to some extent among the campus locations and depending on the funds available to the school, college, and institute, and to the availability of funding through research and training grants. In general, students in the GPBMS are eligible to receive stipends from the institution for at least their first year of study. Once the period of institutional support is completed, it is expected that each student will be funded by their mentor as a graduate research assistant. Graduate students located on the Bryan/College Station-Temple campuses receive institutional support for a period of 1 year and 9 months (i.e., five semesters). In addition, these GPBMS students receive a partial tuition supplement, which typically covers approximately 50% of tuition and fees. Thereafter, stipends are provided by the student’s research mentor until the completion of the program. The student’s mentor is expected to provide tuition and fee support through grant funding.

GPBMS students on the Dallas campus also may receive institutional funds, including stipend and partial support for tuition and fees, for their first-year of study. Thereafter, students are generally supported by their mentors. SGS faculty at the Dallas campus also have an institutional NIH T32 National Research Service Award for support of GPBMS students. In addition, GPBMS students on the Dallas campus are eligible to receive Luxe Scholarships, which are awarded by the Central Texas Dental Society on an annual basis to two Dallas-based graduate students from. Finally, GPBMS students are encouraged to apply for individual NIH training grants (F30, K08, and F31).



Graduate students located at the Houston campus each receive one year of institutional funding for stipends and partial support for tuition and fees. After the first year, students choose a mentor who will provide all support for the student through grant funds. Some students located at the Houston campus have been awarded with scholarships from the Department of Defense, American Heart Association, and NIH. These scholarships have provided 100% funding for the recipients. Students are encouraged to write grants and apply for funding throughout their time in the graduate program.

L. Graduation Numbers and Rates

Over the past five academic years, a total of 101 Ph.D. degrees in Biomedical Sciences have been awarded by the SGS. The distribution of Ph.D. degrees awarded to students from the various graduate school campuses is available in Table 4.4 below. Table 4.4

Ph.D.’s Awarded 2005-06 2006-07 2007-08 2008-09 2009-10 Total

Ph.D.’s Bryan/College Station/Temple

4 13 3 13 16 49

Dallas 0 2 1 2 2 7 Houston 9 7 8 5 16 45 Total Ph.D.’s 13 22 12 20 34 101

The average time to completion for students pursuing a Ph.D. in Biomedical Sciences through the SGS is 4.83 years.

M. Graduate Placement Data

Students who graduate from the SGS with a Ph.D. in biomedical sciences typically pursue a career in one of four main categories: academia, postdoctoral work, industry/professional practice, or government. The breakdown of employment placement for graduates with a Ph.D. in biomedical sciences for the past five years is available in Table 4.6.

Table 4.6

Academia

Post-Doctoral/ Residency

Industry/ Professional Government

Still Seeking Unknown

Bryan/College Station/Temple 19% 50% 23% 8% 0% 0%

Dallas 44% 11% 34% 0% 11% 0% Houston 4% 75% 8.5% 0% 8.5% 4% GPBMS 17% 54% 19% 3% 5% 2%



V. Facilities and Resources

A. Classrooms/Lecture Halls

Central to the learning environment is the availability of classrooms where instruction occurs. Each campus that houses the GPBMS maintains a number of classrooms for graduate instruction. Information regarding classroom numbers and adequacy can be found in Table 5.1. Table 5.1 # of Classrooms/

Lecture Halls Teleconferencing

Capabilities? Audio/Visual Equipment?

Bryan/College Station 10 Yes Yes Dallas 17 Yes Yes Houston 11 Yes Yes Temple 17 Yes Yes

B. Laboratories

A key aspect to the success of research within the GPBMS is the number of research laboratories available for training, instruction, and investigation. Each campus that houses the GPBMS maintains a number of laboratories for research conducted by faculty and students. Information regarding laboratory numbers can be found in Table 5.2. Table 5.2

# of Laboratories Bryan/College Station 130 Dallas 27 Houston 13 Temple 43

C. Offices

Faculty, staff, and students that work within the GPBMS each require some amount of office space in which to work, collaborate, and use as a home base. Each campus that houses the GPBMS maintains a number of offices for its employees and students to utilize. Offices are generally shared by no more than two individuals and each person in that office is supplied with a computer and internet access with which to work. Information regarding office numbers can be found in Table 5.3.



Table 5.3 # of Offices Bryan/College Station 78 Dallas 31 Houston 62 Temple 30

D. Computer Facilities

Student computer laboratories are a beneficial feature to any campus. The various campuses that house the GPBMS vary greatly in the number of computer facilities that are available to students. It is important to note that each student is provided with a computer and internet access in their office and/or laboratory. Information regarding computer laboratory facilities can be found in Table 5.4. Table 5.4

# of Computer Labs

# Computers/Lab Internet Access?

Bryan/College Station

1 30 Yes

Dallas 1 30 Yes Houston 1 6 Yes Temple 1 20 Yes

E. Libraries

All graduate students located at the Bryan/College Station-Temple campuses have full access to and use of all TAMU Libraries. The TAMU Libraries serve both the research and study needs of faculty and students throughout the TAMUS. Online research collections include thousands of books, journals, and study guides. Online research services include “Get it for me”, an online system that allows faculty and students to request the reservation and delivery of books, articles, theses, dissertations, etc. from any of the TAMU Libraries, and “Chat with us”, a live chat system that allows faculty and students to interact with library staff in real time. The TAMU Libraries contain approximately 4 million volumes (including 400,000 e-books), ranks 2nd in the nation for electronic serials expenditures, ranks 13th in the nation among academic libraries in U.S. public institutions, and had a total of $32.6 million in total library expenditures in 2008. The TAMU Libraries encompass five facilities. The facility that is primarily used by faculty and students at the Bryan/College Station-Temple campuses is the Medical Sciences Library. This library offers resources and services to support the teaching, research, and clinical programs of the HSC and is the primary library facility used by HSC faculty and students, specifically those located at the Bryan/ College Station-



Temple campuses. This facility also serves the College of Veterinary Medicine, the College of Agriculture and Life Sciences, health professionals in the community, and the 22 counties in the East and Central Texas region. This library offers access to thousands of books and journals related to the medical and health sciences and will deliver resources directly to any faculty member associated with the TAMUS.

Other libraries within the TAMU Libraries system include:

• Sterling Evans Library and Library Annex • Cushing Memorial Library and Archives • West Campus Library • Policy Science and Economics Library

Students at the HSC Dallas campus have access to the Baylor Health Sciences (BHS) Library. This library services all HSC students based in Dallas, BCD professional graduate programs, and students attending the Baylor University Medical Center. The BHS Library provides all students with access to thousands of online journal subscriptions via the Internet. All subscriptions are maintained through a site license provided by the TAMUS. The BHS Library also offers a number of research and education programs and classes to help students and faculty search materials effectively and has a site license for Endnote, a reference organization program that is available to all faculty and students. In addition to the BHS Library, the Dallas campus’ Department of Biomedical Sciences maintains a departmental library, the Blanton Library, which provides students with access to current journals, some books, and previous students’ theses and dissertations.

Students at the HSC Houston campus have access to the Houston Academy of Medicine - Texas Medical Center (TMC) Hamm Library. This library services all of the institutions within the TMC and houses thousands of online and print journals and books for faculty and student use. The TMC Library also provides all students with access to online journal subscriptions via the Internet. Any additional materials that may be required by faculty and/or students that the Library doesn’t have can be obtained through interlibrary loans that the TMC Library holds with partner institutions. All TMC Library access fees for the SGS Houston campus are paid by the HSC to ensure full access to the resources available for all faculty and students.

F. Research Equipment and Resources

Each of the campuses of the SGS maintains state-of-the-art research laboratories that foster an environment conducive to conducting cutting-edge research by faculty and students. Research equipment and resources at each of the campuses is may differ based on the research interest of the faculty that work at that particular campus and the tracks that are offered there. Some of the research equipment and resources, with great overlap at the various campuses, that contribute to research done within the SGS include:



• Biacores • Cell and tissue culture hoods • Confocal and wide-field microscopes • Computerized feeders used to measure temporomandibular joint and tooth nociception

pain non-invasively • Film developers • Flow cytometry • Gamma counter • Image analysis work stations • Incubators for stem cell and human cell propagation • In-house animal resource unit for housing mice, rabbits, rats, dogs, and primates • In situ hybridization equipment • Micro-CT scanners • Molecular biology instruments • Scintillation counters • Large and small animal digital X-rays • Ultracentrifuges

G. Instructional Equipment and Technological Resources

Each of the campuses of the SGS maintains state-of-the-art facilities that greatly enhance the educational community and cutting-edge research environment that has been established. Two of the most important aspects of the SGS facilities are the instructional equipment and technological resources that faculty, students, and staff are privy to. Some of the instructional equipment that helps students to excel in their academics includes:

• Computer laboratories at each campus (see above) • LCD projectors in each classroom and/or lecture hall • Internet connection capabilities in many of the classrooms and all conference rooms • Recording equipment in many of the classrooms and/or lecture halls • Computers in each classroom • Broadband, e.g. web access across each of the campuses

Some of the technological resources that aid in curriculum delivery include:

• Blackboard: educational software that is used to aid in communication between faculty members and students through the dissemination of classroom materials and notes

• Camtasia: audio recording software that may be used to record lectures that can then be posted via hotlinks on to Blackboard

• Public Share Server: shared server that is used to post PowerPoint presentations and other documents for various courses

• Trans-Texas Video Conference Network academic video conferencing network that allows for lecture transmission and interaction among faculty, staff, and students on different campuses



VI. Organization and Administration

A. Organization of the Program

All academic graduate programs within the HSC, (except professional M.S. degrees at BCD), are administered through the SGS. The Dean of the SGS, Dr. David S. Carlson, is the chief academic officer of the SGS. The GPC is composed of all the Associate Deans for Graduate Studies as well as one additional Member of the Graduate Faculty from each of the SGS programs and campus locations. The GPC, is advisory to Dr. Carlson on all graduate affairs, including faculty appointments, curriculum approvals, and approval of candidates for graduation. Figure 6.1. Organization chart for the SGS

D. CarlsonDean

BIOMEDICAL SCIENCES

V. WilsonBryan/CollegeStation-Temple

Graduate Committee

B. AmendtHouston

Graduate Committee

L. BellingerDallas

Graduate Committee

PUBLIC HEALTH

T. ReneBryan/College

Station

Graduate Committee

E. WilsonExecutive

Associate Dean

Graduate Program Council

A. AllenProgram

Coordinator



1. SGS Headquarters

Dr. Emily Wilson, Executive Associate Dean, School of Graduate Studies

Amanda A. Allen, M.Ed., Program Coordinator, School of Graduate Studies 2. Bryan/College Station-Temple Campus

Dr. Van G. Wilson, Associate Dean, Bryan/College Station-Temple

Dr. Cindy Meininger, Director of GPBMS – Temple campus

Josephine Hernandez, Program Coordinator for GPBMS - Bryan/College Station-Temple

3. Dallas Campus

Dr. Larry L. Bellinger, Associate Dean, Dallas

Dr. Kathy Svoboda, Director of GPBMS – Dallas Nancy Anthony, Program Coordinator for GPBMS – Dallas

4. Houston Campus

Dr. Brad Amendt, Associate Dean, Houston

Janis Bender, Program Coordinator for GPBMS – Houston Peggy Weinshilboum, Office Associate for GPBMS - Houston

See Appendix K for the SGS Bylaws. See Appendix L for a complete list of members of the GPC.

B. Program Expenditures

Primary funding for the SGS Office of Graduate Studies comes from the annual HSC budget. Financial support for each of the program campus locations is provided primarily by the College of Medicine for the Bryan/College Station-Temple Campus, Baylor College of Dentistry for the Dallas Campus, and the Institute of Biosciences and Technology for the Houston Campus. Funding from the SGS central office and the local program offices is provided for the following:



• Student Assistantships, Stipends, and Tuition Supplements typically year 1) • Graduate Faculty and Staff Salaries • Recruiting Activities and Materials • Advertising • Student Orientation and Other Activities • Graduate Faculty, Student, and Staff Travel • Office Supplies • Course Materials

In addition, in order to have a successful graduate training program in the biomedical sciences it is essential that the Graduate Faculty have adequate research grant funding to support graduate students and their research. An overall measure of the amount of funding available for this purpose can be gleaned from the annual research expenditures for faculty at each of the colleges, school, and institutes of the HSC (see Table 6.1.) Table 6.1. Annual total research expenditures

Campus Year

2005 2006 2007 2008 2009 Bryan/College Station/Temple

$16,100,000 $13,000,000 $11,900,000 $12,800,000 $17,900,000

Dallas $3,600,000 $4,100,000 $4,700,000 $4,600,000 $3,500,000 Houston $9,300,000 $11,700,000 $10,900,000 $10,100,000 $8,800,000 Total $29,000,000 $28,800,000 $27,500,000 $27,500,000 $30,200,000



VII. Internal Mechanism for Assessment

A. Evaluation Procedures

In order to assess the effectiveness of the program, a number of evaluation procedures have been implemented within the GPBMS that allow for concrete analysis of each of the SLO for the program. The evaluation procedures include various measures for assessment with specific target levels that determine success of the program. The general measures for the SLO are as follows: i. Ph.D. in Biomedical Sciences

• Measure 1: Completion of core curriculum • Measure 2: Completion of elective coursework • Measure 3: Advisory committee meeting • Measure 4: Seminar • Measure 5: Preliminary examination • Measure 6: Completion of student research • Measure 7: Laboratory rotations • Measure 8: Ethics course • Measure 9: Compliance certifications • Measure 10: Dissertation

ii. M.S. in Biomedical Sciences

• Measure 1: Completion of core curriculum • Measure 2: Completion of elective coursework • Measure 3: Advisory committee meeting • Measure 4: Seminar • Measure 5: Completion of student research • Measure 6: Laboratory rotations • Measure 7: Ethics course • Measure 8: Compliance certifications • Measure 9: Thesis

A number of forms have been developed by the SGS to help evaluate student progress through the graduate programs. These forms are intended for use by a student’s advisory committee to monitor their advancement through a degree program, analyze their progress in mastering the various SLO, and track their overall academic success based on the standards set by the SGS. The following forms are used to evaluate the measures listed above:

• School of Graduate Studies Degree Plan • Transfer Work Evaluation



• Thesis/Dissertation Committee Membership Approval Form • Ongoing Research Assessment • Student Seminar Evaluation • Oral Preliminary Exam Evaluation • Written Preliminary Exam Evaluation • Proposal for Thesis/Dissertation • Oral Defense Outcome • Written Defense Outcome

See Appendix E for the complete set of SLO, the related measures, and the target levels of each measure for both the Ph.D. and M.S. degrees in GPBMS. See Appendix M for the complete set of forms utilized by the SGS in evaluating the measures listed for the GPBMS.

B. Use of Evaluation Procedures to Initiate Change

The SGS uses the distinctly defined set of SLO to assess the GPBMS and to relate the goals of the program to the overarching goals and mission of the School and the HSC as a whole. Each of the SLO has a unique combination of measures that outline the exact performance standards that define success within the program. These measurements and performance targets are evaluated at the end of each academic year and adjustments to the program are made based on the findings. Ultimate decisions for the SGS and the graduate programs are made by the Dean of the SGS, who is advised by the GPC. The GPC is comprised of members who represent both graduate programs and each of the campuses where the SGS is housed. This array of perspectives and opportunity for a group assessment of the graduate programs helps to implement changes that will meaningfully enhance the education and research provided to students through the SGS. At the campus level, the graduate program is regularly evaluated by the graduate program committee for that campus in an attempt to measure the success of their individual faculty and students based on the resources and opportunities that are provided at their individual location. Input from faculty and students is actively sought by the campus graduate program committee and suggestions for improvements are considered when evaluating the program. Changes to the program are proposed by the campus-based graduate program committee to the GPC for approval. The GPC will then assess how these changes would affect the graduate program as a whole and will decide how to proceed. Ultimately, the success of the students involved in the GPBMS and the impact on the measures and performance targets for the SLO will determine what changes are necessary to the program.



VIII. Future of the Program

A. Evaluations and Reviews

A number of evaluations, reviews, and retreats have been conducted to monitor the development of the GPBMS and assess its growth and success over the years. Some evaluations that have occurred in the past include:

• SGS Graduate Leadership Retreat – Fall 2006 • Strengths, Weaknesses, Opportunities, and Threats analysis – 2005/2007 • SACS Accreditation Retreat – Spring 2010 • SGS: Graduate Program Self Study – Summer/Fall 2010

Numerous changes were implemented in the GPBMS and the SGS in response to findings from the afore-mentioned evaluations and reviews, including:

• Development of a single set of SLO for the program. • Establishment of a set of performance measures for assessing the program. • Reorganization and renaming of the SGS.

o Subsequent redesign of the SGS website to mirror the changes. • Reconfiguration of the forms used by the SGS for student evaluation and

assessment. • Implementation of an exit survey distributed to all graduates of the program. • Establishment of a set of guidelines for an external review to be completed for

the GPBMS in the spring of 2011. Some of the results that have come from implementing these changes within the SGS include:

• An increase in clarity of programmatic goals and their relation of the HSC Institutional Goals and Mission.

• Differentiation in the methods used to assess the graduate program and student success.

• An increase in clarity of expectations for students during advisory committee meetings.

• An increase in student feedback regarding the graduate program. • An increase in student advancement through the graduate program.

The SGS is currently in the process of preparing for an external review of the GPBMS to take place in Spring 2011. See Appendix N for the complete set of guidelines for the external review.



In addition to these overarching evaluations, there have been a number of reviews conducted at each of the locations where the GPBMS is housed to assess the Graduate Faculty, student progress, and concentration coverage specific to each campus. Evaluations conducted at the HSC Bryan/College Station and Temple campuses include:

• Self-Study Report – 2002 • Research Leadership Retreat – 2005 • Dean’s Leadership Council Retreat – 2006 • COM Planning Retreat – 2009

Numerous changes were implemented at the Bryan/College Station and Temple campuses in response to findings from the afore-mentioned evaluations and reviews, including;

• Consolidation of departmentally-based training to a centralized, interdisciplinary approach.

• Expansion of the graduate program to the Temple campus. • Expansion of the Graduate Faculty to include members in clinical departments. • Development of improved telecommunications capabilities to provide

interactive training experiences (classes, seminars, journal clubs, etc.) between the locations and campuses.

• Development of didactic courses housed on the Temple campus. • Appointment of a Director of Graduate Studies for the Temple campus and

assignment of staff support. • Increase in student support services for Temple-based graduate students.

Some of the results that have come from implementing these changes at the Bryan/College Station and Temple campuses include:

• Creation of a single Admissions Committee. • Creation of five training track options within the interdisciplinary framework. • A four-fold increase in the number of graduate students based at the Temple

campus from 2005 to 2010. • Expansion of the Bryan/College Station Graduate Student Organization to

include students housed at the Temple campus. • Initiation of M.D./Ph.D. training on the Temple campus. • Appointment of faculty from six clinical departments to the Graduate Faculty. • Development of a number of new courses to provide Temple-based didactic

experiences and to reduce reliance on TAMU courses. • Implementation of new forms and tracking procedures to monitor student

progress and adherence to programmatic requirements.



Evaluations conducted at the HSC Dallas campus include:

• NIH Study Section External Evaluation (T32 Training Grant) – 2007-08 • NIH Study Section External Evaluation (R25 Grant) – 2008 • Internal Curriculum Assessment – 2008 • NIH Study Section External Review (P30 Grant) – 2009 • Graduate Program Committee – Annual • BCD Faculty Retreat – Biennial • BCD Graduate Education Council on-going evaluation of core courses and

graduate faculty

Numerous changes were implemented at the Dallas campus in response to findings from the afore-mentioned evaluations and reviews, including:

• Increase in the number of research and Graduate Faculty in Dallas. • Establishment of Individual Development Plans for each student. • Increase in the integration of the D.D.S./Ph.D. program offered through the

Dallas campus. • Increase in attendance at various recruitment meetings, including:

o Annual Biomedical Research Conference for Minority Students in 2008, 2009, & 2010.

o Experimental Biology and Advancing Hispanic/Chicanos & Native Americans in Science National Conference in 2009.

Some of the results that have come from implementing these changes at the Dallas campus include:

• An increase in NIH-funded faculty. • An increase in the number of supported students through interactions

through Institutional and T32 support. • An increase in student evaluations. • An increase in the number of students who participate in research

symposiums and retreats. • An increase in student advancement through the graduate program. • Negotiations for a MOU with Wuhan University for mutual student exchange

programs.

Evaluations conducted at the HSC Houston campus include:

• Self-Study – 2007 • IBT Strategic Planning Faculty Retreat – 2009 • IBT Faculty-Student Retreat – 2009 • Graduate Program Committee – Annual • Numerous White Papers – Intermittent



• Faculty Development Committee – Intermittent

Numerous changes were implemented at the Houston campus in response to findings from the afore-mentioned evaluations and reviews, including:

• Implementation of mechanisms to increase faculty funding. • Enhancement of training required by faculty, staff, and students. • Establishment of signature, Houston-based course offerings for students

located at the HSC campus in Houston and TMC institutions. • Increase of mechanisms to track and monitor students. • Formation of a graduate student organization. • Placement of a Student Services office at the Houston campus. • Establishment of several MOU with collaborating institutions.

Some of the results that have come from implementing these changes at the Houston campus include:

• An increase in NIH-funded faculty. • An increase in the number of supported students through interactions with

other Universities and Institutes. • An increase in the number of students who participate in research

symposiums and retreats. • An increase in student advancement through the graduate program. • An increase in graduation rates at the Houston campus. • An increase in student participation in seminars. • An increase in faculty and student compliance with the graduate curriculum. • An increase in student evaluations. • The first organized Faculty-Student retreat. • An annual Graduate Student Organization symposium to showcase student

research projects. • Establishment of the Distinguished Scientist Lecture Series, organized by the

GSO and Houston-based graduate students. • An increase in graduate student scholarships and grant awards. • Graduate student participation at national and international research

meetings and increased awards at these meetings.

B. Strengths and Unique Features

Due to the geographical distribution of the SGS and underlying organizational complexity of the GPBMS, there are a number of unique features and strengths that are present in the program that enhance the educational and research experience of the program. Some of these strengths and features include:

• Outstanding faculty with national and/or international visibility.



• A wide variety of research fields represented by faculty, including: o Bioengineering and Regeneration o Cardiovascular and Heart Disease o Craniofacial Development and Genetics o Craniofacial Pain o Environmental and Genetic Medicine o Microbiology and Immunology of Infectious Diseases o Mineralized Tissue Biology o Neurosciences o Stem Cell and Cancer Biology o Translational Medicine

• Flexible, individual student-mentor oriented graduate program. • Opportunity for personalized and theme-oriented degree plan design and

mentorship. • Access to seminars conducted by leaders in their respective research fields. • Individual-oriented, merit-based research environments. • Ideas, information, collaboration, resource sharing with the most powerful

institutions in Texas. • Extensive curriculum that offers a wide range of course offerings through

collaborations with other Texas institutions, such as: o Baylor College of Medicine o TAMU o University of Texas at Arlington o University of Texas at Dallas o University of Texas Health Science Center at Houston o University of Texas Southwestern Medical Center

• Participation in specialized educational training programs with international institutions, including:

o East China Normal University o The Tecnologico de Monterrey School of Medicine o Wuhan University in China

• Interactions with the diverse cultures across Texas (Bryan/College Station, Dallas, Houston, Temple) and beyond.

C. Programmatic Areas in Need of Improvement

As in any educational program, the GPBMS has areas that need to be improved upon to ensure that faculty, staff, and students are being adequately served. Some areas in need of improvement include:

• The need to unify the admissions process for all campus locations. • The need to develop a method of evaluating faculty at the SGS level. • The need to develop a method of evaluating courses at the SGS level. • The need to recruit more domestic students. • The need to decrease dependency on inflow of foreign students.



• The need to diversify the student composition. • The need to increase the number of faculty members. • The need to increase the number of staff. • The need to increase funding from grants. • The need to increase funding from the HSC. • The need to expand upon educational programs, both through course offerings

and research programs.

D. Goals for the Future

Based on the needs of the GPBMS and the vision for the future of the program, there are a number of goals that have been set to help the program progress and continue to improve in the areas of research and education. The top five goals that are common to each of the campuses that house the GPBMS are:

• To increase consistency among the campuses and overarching methods of evaluation by the SGS.

• To increase the active recruitment of domestic students. • To increase recruitment and matriculation of underrepresented minorities. • To obtain more support from the HSC for students, faculty, and equipment. • To develop new programs at each of the campuses to further support the vast

research interests of faculty and students. • To obtain more grant funding and renew current grants for future use.



Appendix A –

Mission, Goals, and Objectives



Appendix B –

Map of Campus Locations

Dallas Campus

Temple Campus Bryan/College Station Campus

Houston Campus

Houston Campus

Temple Campus

College Station Campus

Dallas Campus



Appendix C –

Strategic Plan



Appendix D –

Memoranda of Understanding

MEMORANDUM OF AGREEMENT

THE TEXAS A&M UNIVERSITY SYSTEM HEALTH SCIENCE CENTER

Graduate School of Biomedical Sciences and Institute of Biosciences and Technology

College Station, Texas United States of America

and

EAST CHINA NORMAL UNIVERSITY

College of Life Sciences Shanghai

China

This Agreement made and entered into this ________ day of ________, 2007 between The Texas A&M University System Health Science Center, hereinafter called “HSC,” a state-supported institution of higher education, through its components the Graduate School of Biomedical Sciences, hereafter called the “GSBS,” and Institute of Biosciences and Technology, hereinafter called “IBT,” and the East China Normal University, College of Life Sciences, hereinafter called “ECNU.”

RECITALS Whereas, HSC has one or more graduate programs leading to a PhD that operate under the auspices of the GSBS; Whereas, the GSBS provides authorization and support for the Graduate Program in Medical Sciences which operates through the IBT, hereafter called the “IBT Graduate Program,” for advanced graduate education leading to a PhD; Whereas, the mission of the IBT Graduate Program is to support and facilitate comprehensive academic programs and provide an individually tailored curriculum designed to assure that each student acquires the necessary theoretical background, appropriate knowledge and skills of conducting biomedical research; Whereas, ECNU, in recognition of common interests in developing bilateral relations and convinced that cooperation between universities contributes to cultural enrichment, scientific progress, and the consolidation of friendship between countries; Whereas, IBT has established an ongoing relationship with ECNU whereby a select number of outstanding students from ECNU desire to acquire research experiences, mentorship and education by IBT faculty;

Whereas, both GSBS, through IBT, and ECNU mutually desire to provide its scholars, faculty, research personnel and students research, teaching, and learning experiences through application of knowledge and professional skills in actual classroom and laboratory research experiences leading to a PhD; Whereas, the above named institutions recognize that a Memorandum of Agreement would be of mutual benefit and would serve a continued interest in cooperation; Now, therefore, HSC and ECNU wish to express their agreement as follows: 1. Program Plan and Structure

A. HSC and ECNU agree to develop a program whereby Ph.D. candidates from ECNU, College of Life Sciences (CLS), hereafter called “IBT-ECNU students,” may be accepted in the IBT Graduate Program to complete course work and research requirements towards their Ph.D.

a. Potential IBT-ECNU students will be recommended by the Dean of the College of

Life Sciences, ECNU for acceptance into the IBT Graduate Program.

b. Each student recommended for the IBT Graduate Program by ECNU will be subject to the standard admission requirements and tuition and fees of the HSC-GSBS, or the admission requirements enumerated in Supplements to this agreement.

c. Participation in the IBT Graduate Program by individual IBT-ECNU students

shall be subject to the entry and visa regulations of the United Stated of America and China, and shall comply with the regulation and policies of the HSC and ECNU.

d. Faculty supervision and necessary research support for IBT-ECNU students in the

IBT Graduate Program will be provided by IBT faculty mentors during the course of study for students who maintain acceptable progress toward their degree.

e. IBT-ECNU students will be subject to the same standards of academic

performance as all other students in the IBT Graduate Program, including dismissal for inadequate performance and progress toward degree.

f. Awarding of a doctorate from the HSC GSBS will be contingent upon satisfying

course work and research requirements as indicated by the Vice President for Research and Graduate Studies and HSC registrar.

B. The Director of the IBT Graduate Program will make estimated cost of attendance, including estimates for tuition, required fees, books, room and board, and other personal expenses, available to potential IBT-ECNU students .

a. Travel expenses associated with IBT-ECNU students moving between Shanghai, China and Houston, Texas, United States of America are not the responsibility of the HSC.

b. Tuition for IBT-ECNU students will be paid for by IBT faculty.

c. China Scholarship Council or ECNU will provide financial support for IBT- ECNU students for the duration from one to four years, including but not limited

to a stipend for living expenses, that may be supplemented by IBT faculty in accordance with the standard to typical Ph. D candidates at IBT.

d. IBT faculty will provide financial support for IBT- ECNU students via direct

employment by individual IBT faculty members.

e. Any additional expenses incurred by each institution under this agreement will be the sole responsibility of the divisions of the institution, or as enumerated in Supplements to this agreement.

C. Each institution will promote the exchange of faculty as visiting professors and visiting scholars for teaching and for collaborative research programs. Visiting faculty will seek their own financial support for these exchanges. All activities developed under the auspices of this agreement will respect and conform to the corresponding norms, traditions and regulations of each university.

D. Both parties acknowledge that the visit by faculty and students from one academic institution to the other shall be subject to the entry and visa regulations of the United Stated of America and China, and shall comply with the regulation and policies of TAMHSC and ECNU respectively.

E. Students of record at ECNU and who are seeking their degree from ECNU may be allowed to complete their research requirement at IBT pending approval by an IBT faculty mentor.

F. Each institution agrees that it shall be possible to introduce changes or additions to this agreement via mutually agreed upon additional clauses written as Supplements to this document.

2. Conditions:

A. Both parties agree that all commitments necessary for the implementation of this Agreement must be specifically negotiated and will be dependent upon the availability of funds within each institution. This agreement will become active upon the signature of representatives of both organizations and the approval of appropriate authorities in their respective countries.

B. HSC and ECNU each shall retain all jurisdictional powers incident to separate ownership,

including the power to determine the general and fiscal policy of their respective institutions, the selection of its administration, faculty and staff personnel, and the assignment of students to its current or future campuses.

C. To the fullest extent possible under respective law, HSC and ECNU commit to carry out

the provisions of this Agreement, and future addenda to same, and the missions of education and research.

D. This non-exclusive Agreement is for mutual cooperation for public benefit and does not

create a relationship between the parties as a legal partnership, association, employer/employee, principal/agent, lessor/lessee or any similar legal relationship.

3. Public Affairs: HSC and ECNU, in recognition of the public value of this affiliation, agree

to coordinated efforts of public information that appropriately describe activities and assets resulting from the affiliation. The appropriate officials from each of the organizations will work closely in this cooperative effort. Each institution shall however, remain free to conduct its own public relations and information campaigns for its separate activities that do not imply approval of the other or represent unfair or inappropriate use of the affiliation.

4. Term: While specific and appropriate time periods will be determined in the form of

addenda, this general overall agreement would be valid for a period of five years from the effective date of signature. Renewal of this agreement shall be contingent upon agreement of both parties.

5. Termination: Except as otherwise provided herein, either party may terminate this

Agreement at any time upon at least thirty (30) days written notification, provided that any students enrolled in the program at HSC IBT at the time of notice of termination shall be given the opportunity to complete their programs.

6. Intellectual Property: The intellectual property rights of HSC and ECNU are not licensee

nor granted thru this Agreement. 7. Severability: In any of the provisions of this Agreement, or future addenda to this

Agreement, in the application thereof to any person or circumstance, is rendered or declared illegal for any reason, or shall be invalid or not enforceable, the remainder of this Agreement and the application of such provision to other persons or circumstances shall not be affected thereby, but shall be enforced to the greatest extent permitted by applicable law.

8. Entire Agreement: This Agreement constitutes the entire agreement between the parties

relative to the subject matter and may only be modified or amended by a written agreement signed by both parties. This agreement is non-assignable.

IN WITNESS WHEREOF, the parties have caused this Agreement to be executed by their authorized representative.

Texas A&M Health Science Center ________________________ Nancy W. Dickey, M.D. President and Vice Chancellor for Health Affairs Texas A&M Health Science Center Date ___________________ ________________________ Roderick McCallum, Ph.D. Vice President Texas A&M Health Science Center Date ___________________ ________________________ David S. Carlson, Ph.D. Regents Professor Vice President for Research & Graduate Studies Texas A&M Health Science Center Date ___________________

East China Normal University _______________________ Lizhong Yu, Ph.D. President East Normal China University Date ___________________ _______________________ Qun Chen, Ph.D. Vice President East Normal China University Date ___________________ _______________________ Wei-Jing Qu Dean College of Life Sciences Date ___________________

________________________ Robert J. Schwartz, Ph.D. Professor and Director Institute of Biosciences and Technology Date ___________________



Appendix E –

Student Learning Outcomes

School of Graduate Studies: Biomedical Science Program MISSION The mission of the Graduate Program in Biomedical Sciences is to develop student understanding of modern biomedical research science and how it applies to particular research questions. In support of the mission of the Health Science Center’s School of Graduate Studies, this program will strive to educate the next generation of biomedical and clinical researchers while promoting innovative research programs in the biomedical, clinical, and translational sciences.

DEGREES OFFERED

Ph.D. in Biomedical Science Ph.D. in Medical Science M.S. in Biomedical Science M.S. in Medical Science

STUDENT LEARNING OUTCOMES Outcome 1: Proficiency in core biological principles Full Description:

Students in the Graduate Program in Biomedical Science will be able to define, demonstrate, and interpret foundational concepts related to the biomedical sciences.

Program Goal:

Proficiency in biomedical science principles and areas of specialization. Related Measures:

Measure 1: Completion of Core Curriculum Measure 3: Annual Advisory Committee Meeting Measure 4: Preliminary Examination Measure 9: Dissertation/Thesis

Outcome 2: Advanced knowledge in a selected area of concentration Full Description:

Students in the Graduate Program in Biomedical Science will be able to define, demonstrate and interpret foundational concepts related to their field of specilaization.

Program Goal: Proficiency in biomedical science principles and areas of specialization.

Related Measures:

Measure 2: Completion of Elective Coursework Measure 3: AnnualAdvisory Committee Meeting Measure 4: Preliminary Examination Measure 9: Dissertation/Thesis

Outcome 3: Capacity to conduct biomedical research Full Description:

Students in the Graduate Program in Biomedical Science will be able to conduct meaningful research in their field of specialization and analyze and interpret their results.

Program Goal: Capacity to conduct research, review literature, and communicate results.

Related Measures:

Measure 3: Annual Advisory Committee Meetings Measure 4: Preliminary Examination Measure 5: Completion of Student Research Measure 6: Research Hours Measure 9: Dissertation/Thesis

Outcome 4: Competence in written communication, verbal communication, and pedagogy Full Description:

Students in the Graduate Program in Biomedical Science will be able to successfully communicate findings from their coursework and research, both through verbal and written means.

Program Goal:

Capacity to conduct research, review literature, and communicate results.

Related Measures: Measure 3: Annual Advisory Committee Meeting Measure 4: Preliminary Examination Measure 6: Research Hours Measure 9: Dissertation/Thesis

Outcome 5: Ability to read and analytically interpret current biomedical literature Full Description:

Students in the Graduate Program in Biomedical Science will be able to critically read biomedical literature, grasp and outline pertinent data, and apply this information to their research.

Program Goal: Capacity to conduct research, review literature, and communicate results.

Related Measures:

Measure 4: Preliminary Examination Measure 5: Completion of Research Measure 9: Dissertation/Thesis

Outcome 6: Foundational application of responsible conduct of research Full Description:

Students in the Graduate Program in Biomedical Science will understand ethical issues and work within guidelines of carious compliance regulations related to their research.

Program Goal:

Promote ethical conduct regarding academics and research. Related Measures:

Measure 6: Research Hours Measure 7: Responsible Conduct of Research Course Measure 8: Compliance Certifications

MEASURES Measure 1: Completion of Core Curriculum Full Description:

Each track within the Graduate Program in Biomedical Science requires that students take a core curriculum of courses comprised of basic core principles in that field of biomedical science. Students must maintain an overall GPA of 3.0 or better in order to stay in the program. The curriculum and assessments for each course are developed by the course director and approved by both the location-based graduate committee and Graduate Program Council.

Target Level:

a. 85% of students will have an overall GPA of 3.0 (or better) throughout FY 2011. b. 85% of students will satisfactorily achieve all outcomes listed for core-curriculum courses based on evaluation from the course instructor (i.e. will pass with a “B” or better.

Measure 2: Completion of Elective Coursework Full Description:

Each track within the Graduate Program in Biomedical Science requires that students develop a portion of their degree plan which involves taking elective courses related to their area of specialization. Students must maintain an overall GPA of 3.0 or better in order to stay in the program. The curriculum and assessments for each course are developed by the course director and approved by both the location-based graduate committee and Graduate Program Council.

Target Level: a. 85% of students will have an overall GPA of 3.0 (or better) throughout FY 2011. b. 85% of students will satisfactorily achieve all outcomes listed for elective courses based on evaluation from the course instructor (i.e. will pass with a “B” or better.

Measure 3: Annual Advisory Committee Meeting Full Description:

Each student must meet on an annual basis with their approved Advisory Committee. During these meetings, the Advisory Committee evaluates the student's progress towards the completion of their coursework, research, and/or degree plan. The Advisory Committee consists of at least 4 Graduate

Faculty members for Ph.D. candidates and at least 3 Graduate Faculty members for Master's candidates.

Target Level:

100% of students will receive a “satisfactory” or “exceptional” report during their yearly evaluation based on an Advisory Committee Annual Assessment rubric. This report should reflect that students were “satisfactory” or “exceptional” in regard to their coursework, research, knowledge and recall, and communication.

Measure 4: Preliminary Examination Full Description:

Preliminary examinations occur after a majority of the student's required coursework has been completed, generally after the first two years in the program. Preliminary exams consist of an oral and written portion, both of which are developed, administered, and evaluated by the student's Advisory Committee.

Target Level:

a. 100% of students will receive a “satisfactory” or “exceptional” report as to the written portion of the examination based on the Written Preliminary Examination evaluation rubric.

b. 100% of students will receive a “satisfactory” or “exceptional” report as to the oral portion of the examination based on the Oral Preliminary Examination evaluation rubric.

Measure 5: Completion of Student Research Full Description:

Students will be evaluated by their Advisory Committee on their completed research during both the written and oral portion of their dissertation defense.

Target Level: 100% of students who defend their dissertation will receive a “satisfactory” or “exceptional” report regarding their research analysis and interpretation on both their Written and Oral Defense evaluation rubrics.

Measure 6: Research Hours Full Description:

Graduate students must complete a required number of research hours in order to receive their degree in Biomedical Science. Students are graded on a "satisfactory"/"unsatisfactory" basis for their work in their lab. Formative assessment of their progress is conducted by the supervising faculty member, while summative assessment is conducted on an annual basis with the student's Advisory Committee. Students enrolled in research hours are expected to comply with all safety and compliance regulations and may be removed from the lab or program if persistent issues of non-compliance are reported.

Target Level:

a. 100% of students will receive a grade of “satisfactory” for their research hours.

b. No students will be reported or dismissed from lab due to the following: inappropriate or dangerous use of equipment or experimental design, inability to document or communicate results, and/or non-compliance or unethical behavior.

Measure 7: Responsible Conduct of Research Course Full Description:

A Responsible Conduct of Research (or other ethics-based) course is required of all graduate students. Students are administered a rubric at the beginning of the semester and are evaluated based on their performance on various assignments outlined in that syllabus.

Target Level:

100% of students will pass their ethics course with a grade of “B” or better.

Measure 8: Compliance Certifications Full Description:

All students in the Graduate Program of Biomedical Sciences must be in full compliance, as necessary, throughout their time in the program, specifically while working in laboratory settings. Compliance certification requirements will be overseen by the student’s Advisory Committee and the faculty member in whose lab the student works.

Target Level: <5% of the student population (~6 students) will be reported for issues of non-compliance.

Measure 9: Dissertation/Thesis Full Description: The final requirement for a student in the Ph.D. or M.S. program is a dissertation or thesis, respectively, and an accompanying defense. The dissertation/thesis and defense are evaluated by the student's Advisory Committee and a degree will not be conferred until both portions of the final exam have been passed. Target Level:

a. 100% of students will receive a “satisfactory” or “exceptional” report from their Advisory Committee on the written portion of their Doctoral Defense based on the Written Defense evaluation rubric.

b. 100% of students will receive a “satisfactory” or “exceptional” report from their Advisory Committee on the oral portion of their Doctoral Defense based on the Oral Defense evaluation rubric.



Appendix F –

Institutional Goals, Strategic Plan, and SLOs



Appendix G –

List of Graduate Courses

Course Number Course Title Course Description Campus

MCMD 625 Nucleic Acid-Protein Interactions

Mechanisms of nucleic acid-protein interactions involved in fundamental biochemical processes such as DNA replication and rearrangement, transposition, transcription, RNA splicing, and translation; original research articles presented focusing on experimental approaches, interpretation of results and overall significance. Prerequisite: Approval of instructor. Cross-listed with BICH 625.

B/CS/T

MCMD 671 Macromolecular Folding and Design

The Macromolecular Folding and Design Journal Club is to serve as a mechanism for oral dissemination of current knowledge regarding the structure and function of biological macromolecules.

B/CS/T

MCMD 672 Biological Membranes

Seminar-based course examining recent discoveries in the structure, function and assembly of biological membranes; students give an oral presentation on current literature in molecular biology, biochemistry and/or biophysics. Prerequisite: Approval of the instructor. Cross-listed with BICH 672.

B/CS/T

MCMD 674 Protein Folding and Stability

Elected topics from recent literature in the general areas of protein folding, structure and stability. Prerequisite: Approval of the instructor. Cross-listed with BICH 674.

B/CS/T

MCMD 675 Molecular Pathogenesis

Oral presentations and discussions from current literature in the general area of the molecular mechanisms involved in disease. May be taken 12 times. Prerequisite: Approval from instructor.

B/CS/T

MCMD 681 Seminar

Focus will be on critical scientific thinking. Emphasis placed on oral communications, scientific writing, and grant preparation. Prerequisite: Graduate student in medicine. Approval of instructor.

B/CS/T

MCMD 685 Directed StudiesLimited investigation in fields other than those chosen for thesis or dissertation. Prerequisite: Approval of instructor.

B/CS/T

MCMD 689 Special TopicsSelected topics in an identified area of biochemistry and genetics. May be repeated for credit when topics vary. Prerequisite: Approval of the instructor.

B/CS/T

MMPA 601Microbial Pathogenesis of Human Disease

Principles of microbe-host interactions at the molecular level. Selected medically important infectious diseases serve as paradigms for understanding how multiple pathogenic mechanisms contribute to disease. Prerequisite: Permission of instructor.

B/CS/T

MMPA 602 Immunoregulation

In-depth exploration of the genetic, cellular and molecular mechanisms by which humoral and cellular immune responses are regulated; regulatory T cell circuits, molecules (interleukins, lymphokines); isotypic and idiotypic regulation; hormonal effects; immunoregulatory defects; experimental manipulation of immunoregulatory networks. Prerequisites: VTMI 649 or BIOL 610 and approval of instructor.

B/CS/T

MMPA 607 Applied Epidemiology

Application of epidemiologic concepts to the study of disease occurrence; descriptive epidemiologic methods in the study of diseases. Prerequisite: Graduate classification. Cross-listed with VAPH 607.

B/CS/T

MMPA 663 Molecular Biology of Animal Viruses

In-depth studies of the biochemistry and replication strategies of animal viruses and molecular mechanisms of pathogenesis for selected viral systems. Prerequisite: Graduate classification in virology, molecular biology, biochemistry or approval of the instructor. Cross-listed with VTMI 663.

B/CS/T

MMPA 665 Viral Vectors and Gene Therapy

This course will describe various viral vector systems, their development, and their use as research tools in biotechnology and in gene therapy. The course will consist of a mixture of short lectures and discussion of papers from the literature. Prerequisite: MMPA/VTMI 633, VTMI 647, PLPA 616, PLPA 620 or approval of the instructor. Cross-listed with VTMI 665 and PLPA 665.

B/CS/T

MMPA 681 Seminar

Focus will be on critical scientific thinking. Emphasis placed on oral communications, scientific writing, and grant preparation. Prerequisite: Graduate student in medicine. Approval of instructor.

B/CS/T

MMPA 685 Directed StudiesLimited investigation in fields other than those chosen for thesis or dissertation. Prerequisite: Approval of instructor.

B/CS/T

MMPA 689 Special TopicsSelected topics in an identified area of microbial and molecular pathogenesis. May be repeated for credit when topics vary. Prerequisite: Approval of the instructor.

B/CS/T

MSCI 601 Principles of Basic Medical Sciences I

Molecular basis of cellular functions in human body: technologies for probing cellular functions and structures; plasma membranes and intracellular organelles; gene function; cell metabolism; cell motility and cytoskeleton. Prerequisites: BIOL 413; BICH 303 or equivalent.

B/CS/T

MSCI 610 Pathogenesis of Human Disease

Molecular mechanisms of human disease processes; the main goal of the course is to provide students with an understanding of basic disease processes such as cardiovascular disease, cancer, inflammatory disease, AIDS, tuberculosis, diabetes, Alzheimer’s disease and spinal cord injury. Prerequisite: Cell Biology and approval of instructor.

B/CS/T

MSCI 611Experimental Design for Biomedical Science

Students learn about the principles of experimental design. By the end of the course, the student should be able to incorporate appropriate design features into their own experiments and critically evaluate the experimental literature for design flaws and inappropriate use of statistics. Prerequisite: Undergraduate or graduate statistics 3 hours.

B/CS/T

MSCI 612 Current Topics in Cell Signaling

The course provides an overview of intracellular signal transduction pathways utilized by various classes of growth factor, cytokine, integrin and G-protein coupled receptors. The course also will provide a clear understanding of the importance of these pathways in regulating cell growth, differentiation, apoptosis and other cellular processes, both under normal physiologic conditions as well as diseases.

B/CS/T

MSCI 620 The Scientific Basis of Medicine

This course is a journal club in which recent research papers relevant to medicine are presented by students and discussed by students and faculty. May be repeated for credit four times.

B/CS/T

MSCI 685 Directed StudiesLimited investigation in fields other than those chosen for thesis or dissertation. Prerequisite: Approval of instructor.

B/CS/T

MSCI 689 Special TopicsSelected topics in an identified area of medical sciences. May be repeated for credit. Prerequisite: Approval of instructor.

B/CS/T

MSCI 691 Research Research for thesis or dissertation. Prerequisite: Approval of supervisory professor in chosen field. B/CS/T

MSCI 687 Professionalism and Ethics

Students learn about professionalism and ethics in the medical sciences. B/CS/T

NEXT 601 Advanced Neurosciences

Details of mammalian nervous system, including humans; focus on organization of functional neural systems and their integrative action; use of original research papers. Prerequisites: MANA 922

B/CS/T

NEXT 603 Neuropsychopharmocology

Pharmacology as it relates to behavior and the central nervous system. Prerequisites: MPHM 923, 924 and 925 or equivalents.

B/CS/T

NEXT 681 Seminar

Focus will be on critical scientific thinking. Emphasis placed on oral communications, scientific writing and grant preparation. Prerequisite: Graduate student in medicine. Approval of instructor.

B/CS/T

NEXT 689 Special TopicsSelected topics in an identified area of pharmacology and toxicology. May be repeated for credit when topics vary. Prerequisite: Approval of the instructor.

B/CS/T

SBTM 601

Experimental Techniquest in Molecular, Cell, and Systems Biology I

This course is designed as a hands-on laboratory course to introduce the beginning graduate student to a variety of cellular, biochemical molecular biological, and imaging techniques utilized in biomedical research. Information is relayed through lectures, demonstrations, and hands-on experience with the techniques discussed. The objective of this course is to help the student gain some laboratory experience and, at the same time, become familiar with basic protocols for biomedical techniques utilized in biological research. Prerequisite: Graduate classification and approval of course coordinator.

B/CS/T

SBTM 612

Experimental Techniquest in Molecular, Cell, and Systems Biology II

This course is designed as a hands-on laboratory course to introduce the beginning graduate student to a variety of quantitative, analytical, cellular, histological, as well as ex vivo and in vivo techniques utilized in biomedical research. Information is relayed through lectures, demonstrations, and hands-on experience with the techniques discussed. The objective of this course is to help the student gain some laboratory experience and, at the same time, become familiar with basic protocols for biomedical techniques utilized in biological research. Prerequisite: Graduate classification and approval of course coordinator.

B/CS/T

SBTM 613 Human Organ Systems I

This course is the first course of a two-course series designed as an advanced organ systems overview for students interested in a graduate level multidisciplinary study of human organ systems. The overall goal is to teach the student to understand how higher level properties of human biology arise from the complex interactions between the numerous, interactive components of the system. The primary objective is to develop in graduate students the knowledge, appreciation, and integrated understanding of human biology, from a systems perspective. Prerequisite: MSCI 601 is preferred.

B/CS/T

SBTM 614 Human Organ Systems II

This course is the second course of a two-course series designed as an advanced organ systems overview for students interested in a graduate level multidisciplinary study of human organ systems. The overall goal is to teach the student to understand how higher level properties of human biology arise from the complex interactions between the numerous, interactive components of the system. The primary objective is to develop in graduate students the knowledge, appreciation, and integrated understanding of human biology, from a systems perspective. Prerequisite: MSCI 601 is preferred.

B/CS/T

SBTM 615 Pathobiology and Therapeutics

This course is designed to help students develop the ability to learn by themselves, with the oversight of a group of faculty mentors. Each student will choose a disease model system from a chosen list of diseases/model systems that affect multiple systems of the body. Students will collect and present information on how their chosen disease or integrative model system affects various organ systems. Students will put together an integrative proposal to present to the class, followed by a final written proposal. Prerequisite: SBTM 613 and 614 or equivalent.

B/CS/T

SBTM 624Computational Systems Biology: Biostatistics

Introduction to methods used to acquire, extract, organize, analyze, store and interpret the major types of data of interest in systems biology. Prerequisite: Approval of course director.

B/CS/T

SBTM 625

Computational Systems Biology: Bioinformatics and Information Analysis

Introduction to the methods used to acquire, extract, organize, analyze, store and interpret the major types of interest in systems biology. Prerequisite: Approval of course director.

B/CS/T

SBTM 681 Seminar

Focus will be on critical scientific thinking. Emphasis placed on oral communications, scientific writing and grant preparation. Prerequisite: Graduate student in medicine. Approval of instructor.

B/CS/T

SBTM 685 Directed StudiesLimited investigation in fields other than those chosen for thesis or dissertation. Prerequisite: Approval of instructor.

B/CS/T

SBTM 689 Special TopicsSelected topics in an identified area of system biology and translational medicine. May be repeated for credit when topics vary. Prerequisite: Approval of the instructor.

B/CS/T

BMS 5126

Responsible Conduct in Biomedical Research

A discussion of issues relating to ethical conduct and research. Offered spring semester of odd years. Dallas

BMS 5127Microscopy, Imaging, and Related Techniques

Principles and methods of microscopy including the usage of scanning electron, light, fluorescent, and Confocal microscopes, and computer imaging techniques.

Dallas

BMS 5190 Seminar: Current Issues in Science

Guest lectures, workshop lectures and discussion includes topics of current interest to program faculty and students and of general interest in the biomedical sciences.

Dallas

BMS 5205 Oral Histology

Origin and development of the dental tissues and their related structures. Current publications and research reports are used to provide students with an opportunity to investigate some phase of active interest to them and their anticipated future interest in practice.

Dallas

BMS 5208 Microbiology

Introduction to basic microbiology with emphasis on oral and medical microbes, taxonomy and microbial physiology. Taught in conjunction with dental curriculum. Additional readings and discussion for graduate student.

Dallas

BMS 5210 Microbiology LabIntroduction to classical laboratory methods of microbial staining, microscopy, isolation and cultivation. Taught in conjunction with 5208.

Dallas

BMS 5214 Clinical Pharmacology

Selection and evaluation of dentally related drugs and review of current literature; seminar format. Limited to clinical specialty students.

Dallas

BMS 5221 Research Design and Methodology

An introduction to the research process; sufficient background in research design and methodology is provided to enable students to critically evaluate literature and assist in the formulation of research projects. Also includes discussion of rules and regulations for human and animal research.

Dallas

BMS 5222 Applied BiostatisticsOverview of applied biostatistics with an emphasis on oral health research. Training includes computer-based instruction in data analysis using SPSS.

Dallas

BMS 5244 Advanced Biology of Mineralized Tissues

Overview of the advanced biology of mineralized tissues and their roles in oral health and disease. The course will cover the basic molecular biology of teeth and the skeleton, including bone and cartilage, and other aspects of systemic biology.

Dallas

BMS 5251 Immunology Update on the principles of immunology with an emphasis on oral aspects and related diseases. Dallas

BMS 5263Sensory Neurobiology and Pain

An overview of the various sensory systems is explored with the primary emphasis on the processing of pain and temperature information from the craniofacial complex.

Dallas

BMS 5301 Neuroscience

Lectures and laboratory sessions on gross and microscopic anatomy of the human central and nervous system. Neurophysiology of the central nervous system, peripheral nerves, special sense, autonomics and clinical mediation.

Dallas

BMS 5307Biochemistry, Cellular and Molecular Biology

Intermediary metabolism of protein, protein synthesis, nucleic acid metabolism and biochemical endocrinology. Dallas

BMS 5312 Applied Medical Physiology

Prerequisite: 5611 or equivalent. Basic physiology of the cardiovascular, respiratory and renal systems. Each area is expanded to include physiology problems seen clinically as they relate to the dental intern.

Dallas

BMS 5341Techniques in Cell and Molecular Biology

Principal methods of cellular/molecular investigation of proteins and nucleic acids including immunocytochemistry, western blotting, northern/southern blotting, radioimmunoassay, in situ hybridization, polymerase chain reaction, intracellular recording and fluorescence Confocal microscopy.

Dallas

BMS 5350 Oral Microbiology

Prerequisites: 5208, 5210 or equivalent. The environment of the mouth is described and its relation to the endogenous and exogenous oral microbiota; relationship between disease and bacterial species; discussion of species differences; molecular mechanisms of bacterial pathogenesis; and host response to oral microbes.

Dallas

BMS 5376Evolutionary and Functional Morphology

Comparative anatomy and evolution of craniofacial structure, with emphasis on current techniques of electrophysiology, kinesiology and musculoskeletal biomechanics of orofacial function.

Dallas

BMS 5402 General HistologyGeneral histology and microscopic anatomy of the four basic tissues. Laboratory study of electron micrographs and computerized images is employed.

Dallas

BMS 5603 Gross Anatomy

Conceptual and functional basis for understanding the macroscopic structure of the human body utilizing laboratory dissection of human cadavers. Regional anatomy of the back, thorax, upper limb and head is emphasized.

Dallas

BMS 5611 Mammalian Physiology

Basic physiological principles of cells, muscle, nerve, blood, heart, circulation, respiration, digestion, excretion, and central nervous system in maintaining homeostasis. Classical laboratory experiments are used to demonstrate these principles.

Dallas

BMs 5V04 Head and Neck Anatomy

Special emphasis on surgical anatomy and distribution of nerves and vasculature of particular interest in the field of dentistry.

Dallas

BMS 5V40

Cellular and Molecular Biology of Oral and Craniofacial Tissues I

Prerequisites: 5208 or equivalent; 5306 or equivalent. A general survey intended to provide background information concerning the methods and theory of modern cellular/molecular biology. This course lays the groundwork for more advanced study, aids those interested in incorporating cellular/molecular approaches into their research work and enables one to read, understand and evaluate current scientific literature.

Dallas

BMS 5V42

Cellular and Molecular Biology of Oral and Craniofacial Tissues II

Processes of epithelial-mesenchymal interaction as related to odontogenesis, amelogenesis, dentinogenesis, collagen formation, intracellular and extracellular calcium homeostasis, plaque and calculus and wound healing.

Dallas

BMS 5V69Growth and Mechanisms of Development

Normal prenatal growth and development. Patterns and mechanisms of growth and maturation. Dallas

BMS 5V73

Advanced Human Craniofacial Development and Craniofacial Anomalies

Detailed investigation of the basic processes and mechanisms of postnatal growth and adaptation of the craniofacial region. This course emphasizes the areas of controversy surrounding the current understanding of the factors influencing postnatal craniofacial growth and form, the adaptive capabilities of growth and form, the adaptive capabilities of craniofacial tissues, the effect of altered function on craniofacial growth and form, and the influence of treatment on craniofacial growth and form. Also considered are theories of craniofacial growth.

Dallas

BMS 5V75 Physical Growth and Maturation

Patterns and mechanisms of postnatal growth and maturation. Dallas

BMS 5V81

Seminar: Current Issues in Bone and Mineralized Tissue Biology

Topics of current importance in bone and mineralized tissue biology. Dallas

BMS 5V91, 5V92 Special Topics in Biomedical Science

Reading and discussion of current literature pertinent to the topic of the seminar. Presentation of papers on selected topics is required for all students. May be used for multiple courses in any one semester. Faculty.

Dallas

BMS 5V93, 5V94, 5V95 Directed Readings Individualized courses for single students involved in in-

depth study of specific topics in the biomedical sciences. Dallas

BMS 5V96, 5V97 Research and Special Problems

Concentrated investigation in any area of biomedical sciences. This course is appropriate for individualized laboratory rotations or research.

Dallas

BMS 5V98 Thesis Research and Preparation

Course used by students after achieving candidacy for research and preparation of M.S. thesis. Dallas

BMS 5V99 Dissertation Course used by students after achieving candidacy for research and preparation of Ph.D. dissertation. Dallas

IBST 681 Seminar (Various Topics)

The seminar course will consist of a number of different sections. Each section will cover a specific topic, such as: medical sciences, bacterial pathogenesis and host defense, host-pathogen interface, and microbial mechanisms of immune invasions.

Houston

IBST 689 Special Topics in Biomedical Sciences

Students give rotating presentations of their projects to the entire class on a weekly basis. Houston

IBST 691 Research HoursAll students based at the Houston campus must register for these research hours to account for their time conducting scientific research within their mentors’ labs.

Houston



Appendix H –

Sample Degree Plan



Appendix I –

Graduate Faculty Guidelines

1

12.01.99.Z1.02 (IP) Guidelines for Graduate Faculty Membership in the School of Graduate Studies

Approved November 2, 1999 Revised August 12, 2004 Revised July 21, 2005 Revised July 18, 2007 Revised January 13, 2011

Supplements System Policy 12.01

Training leading to the graduate degrees in the biomedical and public health sciences

is an integral component of the Texas A&M University System Health Science Center (HSC). The School of Graduate Studies (SGS) is a division within the HSC whose activities complement and coordinate those academic programs of the HSC in which advanced students are pursuing M.S. and Ph.D. degrees.

Mission

The HSC SGS is dedicated to providing a rigorous and stimulating research and training environment for qualified students in the health-related sciences who will furnish the intellectual capital required to advance the research and training mission of the HSC and ensure a new generation of leaders as clinician-scientists, basic scientists and educators in the health sciences. The faculty of the School of Graduate Studies is committed to excellence in interdisciplinary research training for students whose contributions will provide the fundamental knowledge needed to cure diseases and to improve health and well-being for all people.

Overview

The SGS has administrative authority for all academic graduate programs in the HSC. The SGS may also support interdisciplinary-interinstitutional graduate programs in cooperation with affiliated institutions.

The administrative headquarters of the SGS is located on the HSC- College Station campus. The Chief Academic Officer of the SGS is the Dean, who may be assisted by an Executive Associate Dean. Each major program and campus location has an Associate Dean of graduate studies who provides local oversight for SGS students and faculty.

General Description of the Graduate Faculty

Appointment to the faculty of the School of Graduate Studies, although considered an honor, serves functional purposes and must be earned. Appointment is not for the purpose of conferring recognition upon an individual, but is designed to assure competence in the training and counseling of graduate students.

The Faculty of the School of Graduate Studies is comprised of qualified faculty members who have primary appointments at the other HSC components as well as qualified

2

individuals from the academic faculty and staff of other parts of the Texas A&M University System (TAMUS) and from affiliated research organizations, universities, and agencies. Credentialing of SGS Graduate Faculty takes place as part of their primary appointment. Appointees to the Graduate Faculty participate in the graduate degree programs of the SGS by serving on student advisory committees, supervising student research, teaching graduate courses, conducting other training and evaluation of graduate students, and committee work related to graduate education in the HSC.

The Faculty of the SGS consists of Members, Associate Members, Adjunct Members and Special Appointments. Members and Associate Members must be appointees of TAMUS or other affiliated institutions. Qualifications, privileges and responsibilities for each membership category follow guidelines presented in relevant TAMUS Policies and Regulations, and HSC Rules and Internal Policies1, and as further defined by this document.

Each associate dean for graduate studies should verify that faculty members appointed to the Graduate Faculty have demonstrated a continuing commitment to quality graduate education and should notify the dean if they believe that membership on the SGS Graduate Faculty should be adjusted or terminated.

Nomination to the Graduate Faculty

Nomination for membership on the Graduate Faculty must be initiated by the associate dean of the appropriate program and location and submitted electronically to the Office Graduate Studies.

Each nomination packet must include the following:

1. Letter from the candidate’s department/center chair or the graduate program director through the Associate Dean describing briefly: a) the background and b) the proposed role of the nominee in the graduate program.

2. Completed form: “Request for Appointment to Graduate Faculty.” (http://www.School of Graduate Studies.tamhsc.edu/forms/Request%20for%20appointment.pdf)

3. Complete curriculum vitae.

The Graduate Faculty

Members

Eligibility. Any faculty member of TAMUS or other authorized institution who has an academic appointment of Professor, Associate Professor, Assistant Professor, or equivalent, who wishes to be an active participant in graduate programs of the School of Graduate Studies and who presents appropriate evidence of academic/professional accomplishment, is eligible to become a Member of the Graduate Faculty. Exceptions may be

1 TAMUS Policies and Regulations 12.01 Academic Freedom, Responsibility and Tenure; 12.03 Faculty Academic Workload and Reporting Requirements; 12.06 Post-tenure Review of Faculty and Teaching Effectiveness; HSC internal policies 12.01.99.Z.01 Faculty Appointment, Promotion and Tenure; 12.01.99.Z1.02 The Graduate Faculty; 12.01.99.Z1.03 Academic Freedom, Ethics, Responsibility, Rights and Tenure; 12.03.Z1.01 Faculty Academic Workload; 12.06.99.Z1 (Rule) Post Tenure Review; and 12.06.99.Z1.01 Post Tenure Review Procedures.

3

made for non-faculty members if the candidate has an unusual or unique contribution to make to the graduate program of the SGS and approval is granted by the GPC and the Dean or designee. Appointment of Members to the Graduate Faculty is made by the Dean or designee upon the recommendation of the GPC.

Privileges. A Member of the Graduate Faculty may teach graduate courses and serve as a member, co-chair, or chair of a graduate student's Advisory Committee and perform other functions requested by the Dean or designee.

Associate Members

Eligibility. Faculty who are not actively involved in education and research training of SGS students on a regular, ongoing basis, faculty from other institutions, research scientists, instructors and lecturers, and professional staff employed by the member components of the HSC and other components of the TAMUS, and employees of federal and state agencies who hold the highest earned degree common to their discipline may be granted Associate Member status on the Graduate Faculty of the SGS provided the individual's appointment will be beneficial to the graduate program. It is expected that a nominee for Associate Member status has exhibited appropriate evidence of academic/professional accomplishment. Recognized scholars and authorities whose merits are clearly established need not be measured by standard academic criteria. Appointment of Associate Members to the Graduate Faculty is made by the Dean or designee upon the recommendation of the GPC.

Privileges. An Associate Member of the SGS Graduate Faculty may teach graduate courses and serve as member or co-chair (but not as chair), with a Member as the other co-chair, of a graduate student's Advisory Committee.

Adjunct Members

Eligibility. Recognized scholars who do not hold a permanent appointment in the HSC or affiliated institutions but who otherwise meet the basic requirements for the status of Member or Associate Member of the Graduate Faculty, as described previously, may be eligible for appointment to Adjunct Member status. It is expected that a nominee for Adjunct Member status has exhibited appropriate evidence of academic achievement or, in the case of a professional discipline, has exhibited appropriate evidence of professional accomplishment. Recognized scholars and authorities whose merits are clearly established need not be measured by standard academic criteria. Appointment of Adjunct Members to the Graduate Faculty is made by the Dean or designee upon the recommendation of the GPC.

Privileges. An Adjunct Member of the Graduate Faculty may teach graduate courses and serve as a member or co-chair (but not chair), with a Member as the other co-chair, of a graduate student's Advisory Committee.

Special Appointment

Special Appointments to the SGS may be made when the associate dean wishes to have qualified individuals serve on a student's Advisory Committee without being permanently on the Graduate Faculty as a Member, Associate Member, or Adjunct Member. Special Appointment shall be made by the Dean or designee for the period of expected participation and is subject to annual review. In the letter of request, the associate dean for graduate studies should indicate if the Special Appointment status is to be limited to the one specified committee, to one specified teaching assignment, or to a fixed length of time (e.g., for one or two years). Appointment of Special Members is made by the Dean or designee and

4

does not require review and recommendation by the GPC.

Amendments

The Graduate Faculty Membership rules and regulations may be amended following approval by the GPC and the Dean of the SGS.

OFFICE OF RESPONSIBILITY

Dean of the School of Graduate Studies



Appendix J –

Graduate Faculty List

Faculty Member Title TenureResearch Interest

Campus

Alaniz, RobertAssistant Professor

Tenure TrackMicrobial & Molecular Pathogenesis

Bryan/ College Station

Amrein, Hubert Professor TenuredMolecular & Cellular Medicine


Andrews-Polymenis, Helene

Associate Professor

TenuredMicrobial & Molecular Pathogenesis


Ball, JudithAssociate Professor

Tenure TrackMolecular & Cellular Medicine/CVM


Bayless, KaylaAssistant Professor

Tenure TrackMolecular & Cellular Medicine


Bix, GregoryAssistant Professor



Bondos, SarahAssistant Professor

Tenure TrackMolecular & Cellulare Medicine


Bramson, RachelAssociate Professor

Tenure TrackFamily & Community Med


Brandt, PaulAssociate Professor

TenuredNeurosciences & Experimental Therapeutics


Chen, Wei-JungAssociate Professor



Chiou, George Chung-Yih

Professor TenuredNeurosciences & Experimental Therapeutics


Cirillo, Jeffery Professor TenuredMicrobial & Molecular Pathogenesis


DeVaul, Richard Professor TenuredFamily & Community Med


Dickey, Nancy

Pres/Vice Chancellor for Hlth Affairs, Assoc. Prof.

TenuredFamily & Community Med


Earnest, David Professor TenuredNeurosciences & Experimental Therapeutics


Fossum, Theresa Professor TenuredSmall Animal Medi & Surg


Friedman, JonathanAssistant Professor/Assoc. Dean

Tenure TrackNeurosciences & Experimental Therapeutics


Frye, Gerald Professor TenuredNeurosciences & Experimental Therapeutics


Garcia, LuisAssociate Professor

Tenured

Joint TAMU Biology/COM Mol. & Cell Medicine


Gastel, BarbaraAssociate Professor

TenuredHumanities in Medicine


Gregory, CarlAssistant Professor



Griffith, WilliamProfessor & Dept. Head



Gumienny, TinaAssistant Professor



Hendrix, LauraAssistant Professor



Hester, R. Kelly Professor TenuredCOM Faculty Development


Jeevan, AmminikuttyAssistant Professor



Ji, Juh-yuanAssistant Professor



Johnson, Arthur

Distinguished Professor & Whener Welch Chair

TenuredMolecular & Cellular Medicine


Kapler, Geoffrey Professor TenuredMolecular & Cellular Medicine


Leibowitz, Julian Professor TenuredMicrobial & Molecular Pathogenesis


Lindner, Luther Sr. Lecturer Tenure TrackPathology & Laboratory Medicine


Maxwell, SteveAssociate Professor



McCallum, RoderickProfessor & VP for Academic Affairs



McMurray, DavidRegents Professor



Miranda, RajeshAssociate Professor



Murray, IanAssistant Professor



Musser, SeigfriedAssociate Professor



Muthuchamy, Mariappan

Associate Professor

TenuredSystems Biology & Translational Medicine


Pace, CarlosDistinguished Professor



Parker, Janet Professor TenuredSystems Biology & Translational Medicine


Peterson, Thomas Professor TenuredSystems Biology & Translational Medicine


Quarles, John Professor TenuredMicrobial & Molecular Pathogenesis


Reddy, SambaAssociate Professor

TenuredNeurosciences Department


Rimer, MendellAssistant Professor



Russell, Gul Professor TenuredHumanities in Medicine


Samuel, JamesProfessor & Interim Head



Sanchez, VeronicaAssistant Professor



Scholtz, J. MartinProfessor & Dept Head



Self, Donnie Professor TenuredHumanities in Medicine


Sitcheran, RaquelAssistant Professor



Skare, Jonathan Professor TenuredMicrobial & Molecular Pathogenesis


Sohrabji, Farida Professor TenuredNeurosciences & Experimental Therapeutics


Steele-Russell, Ian Professor Tenured PsychiatryBryan/ College Station

Tesh, Vernon Professor TenuredMicrobial & Molecular Pathogenesis


Toussaint, L. GerardAssistant Professor



Trache, AndreaAssistant Professor

Tenure TrackSystems Biology & Translational Medicine


Trzeciakowski, Jerome Professor TenuredSystems Biology & Translational Medicine


Wells, GregAssociate Professor



Wilson, EmilyAssociate & Professor



Wilson, Van

Professor & Associate Dean for Research and Graduate Studies



Winzer-Serhan, UrsulaAssociate Professor



Womack, JamesDistinguished Professor

Tenured

Molecular & Cellular Medicine/Vet Pathobiology


Zimmer, Warren Professor TenuredSystems Biology & Translational Medicine


Al-Hashimi, Ibtisam Professor Tenured

Salivary gland dysfunction & Sjögren’s syndrome, Protein biochemistry

Dallas

Bellinger, LarryProfessor & Associate Dean

Tenured

Pain and Temporomandibular Joint, Feeding behavior as a measure of pain

Dallas

Benson, M. DouglasAssistant Professor

Tenure Track

Ephs and Ephrins in bone and palate development, spinal cord injury

Dallas

Berry, CharlesProfessor & Associate Dean

TenuredOral microbiology infection control

Dallas

Buschang, Peter Professor Tenured

Craniofacial growth, Masticatory function, Clinical trials

Dallas

Carlson, David

Regents Professor & Vice President of Research and Graduate Studies

TenuredCraniofacial development and growth

Dallas

Cheng, Yi-Shing LisaAssociate Professor

Tenured

Oral cancer, lichen planus, and salivary biomarkers

Dallas

Dechow, Paul Professor Tenured

Biomechanics and physical properties of bone and muscle

Dallas

D’Souza, RenaProfessor & Chair

Tenured

Craniofacial and tooth development and genetics

Dallas

Feng, Jian Professor TenuredBone and tooth development, animal models

Dallas

Glickman, GeraldProfessor & Chair

Tenured Endodontics Dallas

Groppe, JayAssociate Professor

Tenure TrackStructural basis of BMP signaling inhibition

Dallas

Hinton, Robert Professor Tenured

Temporomandibular joint development & adaptation; cartilage

Dallas

Honeyman, AllenAssociate Professor

TenuredGram-positive organisms and microbiology

Dallas

Hutchins, BobAssociate Professor

Tenured

Neuroscience, Pain modulation in the trigeminal system

Dallas

Kessler, Harvey Professor Tenured Oral pathology Dallas

Kramer, PhillipAssociate Professor

Tenured

Temporomandibular joint disorders, pain and treatment

Dallas

Lu, YongboAssistant Professor

Tenure TrackBone biology; tooth development

Dallas

McCann, Ann

Associate Professor & Director of Planning and Assessment

Tenured

Educational research, assessment, leadership, survey research

Dallas

Mues, GabrieleAssistant Professor

Tenure TrackTooth development and genetics

Dallas

Nagy, William Profesor Tenured Prosthodontics Dallas

Newman, JosephAssociate Professor

Tenured Immunology Dallas

Okabe, ToruRegents Professor

Tenured Dental materials Dallas

Opperman, Lynne Professor Tenured

Craniofacial bone formation and regeneration, translational research and technology transfer

Dallas

Puttaiah, RaghunathAssociate Professor

TenuredInfection control & OSHA; Public health

Dallas

Qin, ChunlinAssistant Professor

TenuredProteins in the matrix of bone and dentin

Dallas

Reuben, JayneAssistant Professor

Tenure Track

Pharmacology, neuroimmunology, and bisphosphonate – associated jaw osteonecrosis

Dallas

Ruest, L. BrunoAssistant Professor

Tenure Track

Neural crest cell patterning and craniofacial & cardiovascular development

Dallas

Schneiderman, EricAssociate Profesor

Tenured

Research design, biostatistics, postnatal facial growth

Dallas

Spears, RobertAssociate Professor

Tenured

Interaction between immune and nervous system in inflammation

Dallas

Svoboda, KathyRegents Professor

Tenured

Cell-matrix interactions and signal transduction in developing tissues

Dallas

Taylor, ReginaldAssociate Professor

Tenured

Orthodontics and molecular biology of oral collagens

Dallas

Triplett, R. GilbertRegents Professor

Tenure Track

Tissue engineering, signaling proteins, clinical investigation

Dallas

Wong, BrendanAssociate Professor

Tenured

Temporomandibular joint dysfunction and pain

Dallas

Wright, JohnRegents Professor

Tenured Oral Pathology Dallas

Amendt, Brad A. Professor TenuredMolecular Basis of Genetic Defects

Houston

Bowden, M. Gabriela Assistant Professor

Tenure TrackMolecular Pathogenesis

Houston

Chang, JiangAssistant Professor

Tenure TrackCardiovascular Disorders

Houston

Finnell, Richard H.Regents Professor

Tenured

Environmental Toxicants Influence On Embryonic Development

Houston

Ganesh, VannakambadiAssistant Professor

Tenure Track

Immune Responses in Infectious Disease

Houston

He, WeiminAssistant Professor

Tenure TrackControl of Gene Expression

Houston

Hook, MagnusRegents Professor & Center Director

TenuredBiology of the Extracellular Matrix

Houston

Liu, LeyuanAssistant Professor

Tenure Track

Molecular Mechanism of Tumor Suppression

Houston

Liu, Mingyao Professor Tenured

Biochemical Properties and Cellular Functions of GTP-binding Proteins

Houston

Luo, YongdeAssistant Professor

Tenure Track

Structural, Biochemical and Molecular Mechanism

Houston

Martin, James F.Professor & Interim Center Director

Tenured

Molecular Mechanisms Controlling Cell Growth

Houston

McKeehan, Wallace L.Distinguished Professor & Center Director

Tenured

Fibroblast Growth Factor (FGF) Signaling System

Houston

Safe, Stephen H.Distinguished Professor & Center Director

Tenured

Molecular Biology of Cancer Cell Growth

Houston

Tsai, Robert YLAssociate Professor

Tenured Stem Cell Biology Houston

Wang, Fen Professor TenuredMolecular Basis of Cell Signaling

Houston

Wlodarczyk, BogdanAssistant Professor

Tenure TrackGenetic Mutations

Houston

Xu,YiAssistant Professor

Tenure TrackBacteria Host Interactions

Houston

Zhang, DekaiAssistant Professor

Tenure Track

Immune Responses in Infectious Disease

Houston

Zhu, HuipingAssistant Professor

Tenure TrackGenetic Susceptibility

Houston

Huston, DavidProfessor & Vice Dean


Houston

Martinez-Moczygemba, MargaritaAssistant Professor


Houston

Alpini, Gianfranco Professor TenuredInternal Medicine

Temple

Asea, Alexander Professor TenuredPathology & Laboratory Medicine

Temple

Baker, Kenneth Professor TenuredInternal Medicine

Temple

Baudino, TroyAssociate Professor

TenuredMolecular Cardiology

Temple

Bourland, PhilipAssociate Professor

Tenure Track Radiology Temple

Bridenbaugh, EricPostdoctoral Research Associate


Temple

Cable, ChristianAssistant Professor

Tenure TrackHematology & Medical Oncology

Temple

DeMorrow, SharonAssistant Professor

Tenure TrackInternal Medicine

Temple

Dobin, SheilaAssociate Professor

Tenure Track Pediatrics Temple

Dostal, DavidAssociate Professor

TenuredCardiovascular Research Inst

Temple

Frankel, ArthurAssociate Professor

TenuredHematology & Medical Oncology

Temple

Friehs, GerhardAssociate Professor

Tenure Track Neurosurgery Temple

Gashev, AnatoliyAssociate Professor


Temple

Glaser, ShannonAssistant Professor

Tenure TrackDepartment of Medicine

Temple

Granger, HarrisProfesor & Dept. Head


Temple

Greene, John Head Tenure TrackPathology & Laboratory Medicine

Temple

Hein, TravisAssociate Professor

Tenured Surgery Temple

Hicks, Paul Professor Tenure Track Psychiatry Temple

Kuehl, Thomas Professor Tenure Track

Family & Community Med/Molecular & Cellular Medicine

Temple

Kuo, Lih Professor TenuredSystems Biology & Translational Medicine

Temple

Lee, RyangAssistant Professor

Tenure TrackMolecular & Cellular Biology

Temple

Liu, FeiAssistant Professor

Tenure TrackMolecular & Cellular Biology

Temple

Liu, Jen-SingAssistant Professor

Tenure Track

Internal Medicine/Cancer Research Institute

Temple

Meininger, Cynthia Professor TenuredSystems Biology & Translational Medicine

Temple

Mitchell, BrettAssistant Professor


Temple

Peng, XuAssistant Professor


Temple

Polymenis, MichaelAssistant Professor


Temple

Prockop, Darwin Professor TenuredMolecular & Cellular Medicine

Temple

Reger, RoxanneResearch Assistant Professor


Temple

Robinson, JenniferAssistant Professor


Rosa, Robert Professor Tenure Track Opthalmology Temple

Sampson, H. Wayne Professor TenuredSystems Biology & Translational Medicine

Temple

Sanghera, ManjitAssociate Professor


Schnitker, JamesAssistant Professor

Tenure Track Radiology Temple

Shabahang, MohsenAssistant Professor

Tenure Track Surgery Temple

Smith, RandallAssociate Professor

Tenure Track Surgery Temple

Smythe, RoyProfessor & Chairman

Tenured Surgery Temple

Tong, CarlAssistant Professor


Temple

Van Buren, VincentAssistant Professor


Temple

Watson, Linley Professor Tenure Track Medicine Temple

Woo, JungResearch Assistant Professor


Temple

Zawieja, DavidProfessor & Associate Dept. Head


Temple

Zhang, ShenyuanAssistant Professor


Temple



Appendix K –

SGS Bylaws

Recommended: Graduate Program Council 2/5/04 Approved by HSC Executive Committee 3/11/04 Revision recommended by Graduate Program Council 11/11/04 Revision approved by Executive Committee 1/12/05 Revision approved by Graduate Program Council 3/8/10 Revision approved by Graduate Program Council 12/2/10 Revision approved by Executive Committee 1/13/11

TEXAS A&M HEALTH SCIENCE CENTER

School of Graduate Studies

BYLAWS

2

1. School of Graduate Studies

The Texas A&M Health Science Center (HSC) School of Graduate Studies (SGS) is comprised administratively of all graduate programs leading to an advanced academic degree (M.S., M.S.P.H., and Ph.D.) from the HSC and their graduate faculty. Professional advanced degree programs, such as the D.D.S., M.D., M.P.H., Pharm.D., Dr.P.H., and postgraduate clinical programs leading to a combined M.S.-certificate in advanced dentistry are established and administered by the appropriate component of the HSC and their professional accrediting agencies, not the SGS.

The administrative headquarters of the SGS is on the College Station campus of the HSC. Graduate programs of the SGS may be based in a single location and may operate at branch campuses and distance sites of the HSC. The SGS may also support interdisciplinary-interinstitutional graduate programs in cooperation with affiliated institutions.

2. Administration

2.1. Dean

The Dean is the administrative head of the SGS. The Dean is appointed by the President of the HSC after approval by the Chancellor and Board of Regents of the Texas A&M System, in accordance with established Texas A&M System procedures. The Dean reports to the President on all matters relating to the SGS.

2.2. Associate Deans

The Dean may appoint an Executive Associate Dean for the SGS. The Dean, in collaboration with the Deans/Directors of other HSC components, may also appoint an Associate Dean or Director for each graduate program and campus location. Routine operations of the SGS graduate programs are primarily the responsibility of the Associate Dean or Director for each graduate program at each location. Each of the SGS Associate Deans and Directors reports directly to the Dean and Executive Associate Dean. Interdisciplinary-interinstitutional graduate programs are administered by a Director who is appointed by the Dean. Directors of all interdisciplinary-interdisciplinary graduate programs report directly to the Dean and Executive Associate Dean.

2.3. SGS Office of Graduate Studies

The SGS Office of Graduate Studies is comprised of the Dean, the Executive Associate Dean, and administrative staff members.

The Office of Graduate Studies is responsible for assuring the quality of graduate programs leading to advanced academic degrees from the HSC SGS. Quality assurance mechanisms may include, but are not limited to: identifying necessary program policy content areas; reviewing applicable program policies and procedures; and establishing guidelines for both internal and external quality assurance review of academic degree programs.

The Office of Graduate Studies is responsible for assuring that appropriate educational policies and procedures for all graduate programs leading to an advanced academic degree (M.S., M.S.P.H., and Ph.D.) from the HSC are in place. Policies and procedures for clinical and other

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professional advanced degree programs, such as the D.D.S., M.D., M.P.H., Pharm.D., Dr.P.H., professional M.S., and certificate programs are established and administered by the appropriate component of the HSC and their professional accrediting agencies.

The Office of Graduate Studies works with the SGS Associate Dean at each HSC campus to coordinate and facilitate administration of the program; to assure programmatic quality; and to coordinate activities among graduate programs and concentrations of study at each location. The Office of Graduate Studies is also responsible for development of an annual strategic plan for academic graduate studies at the HSC and for appointment of Graduate Faculty.

3. Graduate Program Council

The Graduate Program Council (GPC) provides oversight regarding all policies and procedures related to the graduate programs of the SGS. The GPC also provides recommendations to the Dean on matters dealing with the mission, resources, organization, policies and procedures, and development of the Office of Graduate Studies. Initiatives and issues that impact on the Office of Graduate Studies and programs of the SGS are referred to the GPC for discussion and recommendation.

3.1. Membership

The GPC is comprised of the Dean, the Executive Associate Dean, the SGS Associate Deans and Directors from each location, and at least one representative of the Graduate Faculty from each program and program location for a two-year renewable term (September 1 – August 31). Ex officio non-voting members may be appointed by the Dean.

The Dean serves as chair of the GPC. The Executive Associate Dean for Graduate Studies chairs the GPC in the absence of the Dean.

Ad hoc committees comprised of faculty, staff, and students from the HSC and experts from external institutions and agencies may be appointed by the Dean as necessary to handle specific issues related to graduate affairs.

3.2. Meetings and voting

The GPC meets at least quarterly. The Dean may call additional meetings as necessary.

For general voting purposes, a quorum consists of a simple majority of the total committee votes. Recommendations on action items require a simple majority of the total votes present. The Chair is a voting member only in the case of a tie.

3.3. Functions

The GPC assists the Dean by assuring that appropriate policies and procedures are in place within each graduate program of the SGS in each of the following areas:

a) Admission of students b) Academic evaluation and advancement of students c) Selection of students for awards and honors d) Academic and disciplinary due process e) Strategic planning

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The GPC provides recommendations through the voting process to the Dean on the following areas:

a) Proposals for new academic graduate degree programs b) Approval of candidates for academic graduate degrees c) Approval of appointments to the Graduate Faculty d) Approval of policies for operation of the SGS e) Adoption and amendment of the bylaws

4. Graduate Committees

The Associate Dean or Director for each graduate program at each HSC location forms a graduate committee comprised of members of the Graduate Faculty of the SGS. The purpose of the graduate committee is to provide input and advice by the Graduate Faculty concerning all aspects of the function of the graduate program, including student admission, advancement of students, and curriculum. The Associate Dean or designee chairs the graduate committee.

5. Graduate Faculty

The Graduate Faculty of the SGS consists principally of faculty appointed from the schools/colleges, centers, and institutes of the HSC. Faculty members from affiliated institutions who participate in teaching, training and evaluation, and supervision of research and committee work related to graduate education also qualify for membership on the graduate faculty.

Nominations of individual faculty members for the Graduate Faculty are made by the appropriate Associate Dean. Appointments are made according to the Graduate Faculty Membership rules (12.01.99.Z1.02 IP).

6. Adoption and Amendments of the Bylaws

These Bylaws and amendments thereto will be adopted when approved by a two-thirds majority of the entire GPC, review and recommendation by the HSC Executive Committee, and approval by the President of the HSC.

7. Distribution

The Office of Graduate Studies keeps on file copies of these Bylaws and amendments. The Office of Graduate Studies is responsible for distributing updated copies (in paper or electronic form) to all members of the Graduate Faculty. Incoming faculty members are also provided with a written or electronic copy of the Bylaws and its amendments.



Appendix L –

GPC Membership List

Texas A&M Health Science Center

Office of Research and Graduate Studies Graduate Program Council

David S. Carlson, Ph.D. Vice President for Research &Graduate Studies Office of Research and Graduate Studies Texas A&M Health Science Center 147 Reynold’s Medical Bldg. College Station, TX 77843-1114 TAMU Campus Mail Stop 1114 Office: (979) 862-3315 E-mail: [email protected] Amanda Allen, M.Ed. Program Coordinator Office of Research and Graduate Studies Texas A&M Health Science Center 147 Reynold’s Medical Bldg. College Station, TX 77843-1114 Phone: (979) 862-3325 E-mail: [email protected] Brad Amendt, Ph.D. Associate Professor Center for Environmental and Genetic Medicine Texas A&M Health Science Center Institute of Biosciences and Technology 2121 W. Holcombe Blvd. Houston, TX 77030 Phone: (713) 677-7402 FAX: (713) 677-7784 E-mail: [email protected] Larry Bellinger, Ph.D. Associate Dean for Research & Advanced Education Dept. of Biomedical Sciences Texas A&M Health Science Center Baylor College of Dentistry Dallas, TX 75246 Phone: (214) 828-8344 FAX: (214) 828- E-mail: [email protected] Linda S. Brannon, M.Ed. Associate VP for Student Services Texas A&M Health Science Center John B. Connally Bldg. 301 Tarrow Street, 7th Floor College Station, TX 77840-7896 TAMU Campus Mail Stop 1364 Office: (979) 458-7209 FAX: (979) 458-7202 E-mail: [email protected]

Dana L. Pence HSC Registrar Texas A&M Health Science Center 235 SRPH Administration Bldg. College Station, TX 77843-1266 Phone: (979) 862-3430 FAX: (979) 862-3428 E-mail: [email protected] Cynthia Meininger, Ph.D. Professor Director of Graduate Studies - Temple Texas A&M Health Science Center 702 SW H. K. Dodgen Loop, MRB 110G Temple, TX 76504 Phone: (254) 742-7037 FAX: (254) 742-7145 E-mail: [email protected] Roderick E. McCallum, Ph.D. Vice President for Academic Affairs John B. Connally Building Texas A&M Health Science Center 301 Tarrow, 7th Floor College Station, TX 77840-7896 Phone: (979) 458-7211 FAX: (979) 458-7202 E-mail: [email protected] Lynne Opperman, Ph.D. Professor Dept. of Biomedical Sciences Texas A&M Health Science Center Baylor College of Dentistry 3302 Gaston Avenue Dallas, TX 75246 Phone: (214) 828-8134 FAX: (214) 874-4538 E-mail: [email protected] Charles Phillips, Ph.D. M.P.H. Professor School of Rural Public Health Texas A&M Health Science Center SRPH Administration Bldg. College Station, TX 77843-1266 Phone: (979) 458-0080 FAX: (979) 458-0656 E-mail: [email protected]

mailto:[email protected]�










Antonio Rene, Ph.D. Assistant Dean for Academic Affairs and Director of Instructional Technology and Distance Education School of Rural Public Health Texas A&M Health Science Center SRPH Administration Bldg., Room 282 College Station, TX 77843-1266 Phone: (979) 458-1882 FAX: (979) 458-1878 E-mail: [email protected] Kathy Svoboda, Ph.D., M.S. Professor Dept. of Biomedical Sciences Texas A&M Health Science Center Baylor College of Dentistry 3302 Gaston Avenue Dallas, TX 75246 Phone: (214) 828-8487 FAX: (214) 828-8951 E-mail: [email protected] Emily Wilson, Ph.D. Assistant Professor Dept. of Medical Physiology Texas A&M Health Science Center 336 Joe H. Reynolds Medical Bldg. College Station, TX 77843-1114 Phone: (979) 862-8673 FAX: (979) 862-4638 E-mail: [email protected] Van G. Wilson, Ph.D. Associate Dean, Graduate Studies Graduate School of Biomedical Sciences Texas A&M Health Science Center 407 Joe H. Reynolds Medical Bldg. College Station, TX 77843-1114 Phone: (979) 845-5702 FAX: (979) 845-3479 E-mail: [email protected]







Appendix M –

School of Graduate Studies Forms



Appendix N –

External Review Guidelines

I. Purpose of External Review

The major purpose of the formal, external review of the programs offered by the Texas A&M Health Science Center (HSC) School of Graduate Studies (SGS) is to provide an unbiased, critical evaluation necessary for revision and advancement. The external review will outline the strengths and weaknesses that currently exist within the programs and will provide suggestions for improving upon the programs in the future. This evaluation is to be conducted by faculty members from outside institutions whose expertise lies within the scope of the program they will review. The review and subsequent report are primarily based on two main sources: (1) an internal evaluation, conducted by SGS faculty and staff, involving a self-study of the program and (2) a site visit, conducted by the review team, of each of the locations where the program is housed.

II. External Review Process

The major steps in planning and conducting the formal review are outlined below:

• The Dean of the SGS and Graduate Program Council (GPC) select possible dates for the review and nominate external reviewers from outside the HSC who are experts in the subject area. Ideally, these arrangements are completed 3-4 months prior to the date of the site visit. Invitations to the external reviewers are sent by the SGS.

• The GPC oversees a self-study of the program to be reviewed. The self-study

incorporates an in-depth, internal analysis of the program that is then disseminated to the external review committee approximately 1 month prior to the review.

• The review committee conducts its review of the program through a three

day site visit. The review agenda follows the basic outline below:

o Day 1: All committee members meet with the Dean and GPC to discuss the review process, the SGS, and the program being reviewed.

o Day 2: If necessary, at least one review team member travels to the campus locations where the program is housed in order to conduct an evaluation. These visits include meetings with administration, faculty, and students from that program and location.

o Day 3: The committee members reconvene to compose the first draft of their report before departing.

• The review team completes a final draft of their report, which should be sent

to Dean no later than one month after the site visit.

• The Dean and GPC address each of the recommendations in the report, describing actions that will be taken to implement the recommendations, who is responsible for the actions, and when they will occur.

III. External Review Roles and Responsibilities

1. Role of the School of Graduate Studies Administration and Staff

The leadership role of the external review falls primarily to the administration and staff of the SGS. SGS responsibilities are listed below.

• Organize and conduct self-study (approximately 8 months prior to review)

• Choose dates and plan itinerary for external review (approximately 5-6 months prior to review)

• Select review team members and solicit their participation (approximately 3-4 months prior to review)

• Reserve meeting rooms • Arrange for transportation • Arrange tours of various locations • Arrange meals and reception for review team visit • Participate in various aspects of the external review, including the

Overview on day 1 and the Exit Interview on day 3 • Provide a response to the final report (approximately 1-2 months after

review)

2. Role of the Graduate Program Council

The GPC is advisory to the Dean on all graduate affairs. As such, the GPC plays a primary role in the external review process. The GPC responsibilities are listed below.

• Provide feedback regarding self-study • Provide a list of candidates for the external review to the Dean • Approve dates and itinerary for external review • Participate in various aspects of the external review, including the Overview

on day 1 and the Exit Interview on day 3; various members of the GPC will also be involved with the site visits conducted on day 2.

• Aid in preparing the response to reviewers' final report

3. Role of the Reviewers

Expert external reviewers play an essential role in the review process by providing an unbiased, critical evaluation of the orientation, goals, and performance of the program. As a whole, the review team will provide the SGS with expert analysis of the program based on their assessment of the self-study and a site visit to each of the campuses where the program is housed. The review team will then communicate with the Dean and make recommendations based on their findings. Review team responsibilities are listed below.

• Evaluate the self-study for use during the external review • Conduct a review complete with on-site visits • Submit a draft report of findings to the Dean before departure • Submit a final report to the Dean (1 month after review)

IV. External Review Queries The items below relate directly to the self-study. The comments of the entire review team will be provided to the Dean and the GPC, who will jointly determine action steps and review outcomes. A note to the reviewers: Your report will be most useful if you avoid summaries of information in the self-study, but rather provide pointed responses. Thus, please be evaluative rather than descriptive in your remarks. Please provide responses to each of the items below based on your findings from the site visits and evaluation of the self-study.

1. Program Overview

• To what extent is this program central to the mission, goals, and outcomes of

the HSC?

• Comprehensiveness of the program:

o Number and appropriateness of concentrations or tracks

o MOUs, training grants, external relationships

2. Program Structure and Curriculum

• Do the courses offered reflect a curriculum that is appropriate for the

degrees and concentrations being offered?

• Is the quality of the course instruction being evaluated appropriately?

• Would you recommend any measures be taken to improve the curriculum (e.g., assessment activities, student input, SGS oversight)?

3. Faculty

• Is the graduate faculty, in terms of number and areas of specialization, adequate to support:

o The mission, goals, and outcomes of the program and SGS?

o The number of concentrations offered?

o The current student population?

• Are graduate faculty members being evaluated properly? Would you recommend any measures that might be put in place to better evaluate faculty and improve the current level of quality within the faculty?

4. Students

• How effective is the recruitment and development of graduate students? Would you recommend any approaches that might be put in place to improve upon these efforts?

• What is the quality of students with respect to:

o Academic qualifications and performance?

o Diversity?

o Success after graduation?

• Are graduate students being evaluated properly? Would you recommend any approaches that might be put in place to improve the current level of quality of the student body?

5. Facilities and Resources

• What is the quality and adequacy of the resources and infrastructure of the program with respect to:

o The mission, goals, and outcomes of the program and SGS?

o The infrastructure for teaching and research?

• Would you recommend any approaches that might be put in place to improve upon current levels of quality?

6. Organization and Administration

• Is the current administration of the SGS adequate to support:

o The mission, goals, and outcomes of the program?

o The concentrations offered?

o The number of graduate faculty?

o The number of graduate students?

7. Internal Mechanisms for Assessment

• Are there adequate measures and realistic standards set for evaluating the effectiveness of the program?

• Would you recommend any approaches that might be put in place to more effectively assess and improve upon the program?

8. Future of the Program

• List the three greatest strengths for the program. What future directions

might the program follow in order to augment these strengths?

• List the three greatest challenges for the program. What future directions might the program follow in order to overcome these weaknesses?

• What specific recommendations do you have for the program in order to preserve and enhance the quality of the program?

V. Final Report Template

Once the review team completes the on-site review, the team has 30 days from their return home to transmit the final report to the Dean. The following format has proven effective in previous reviews; however, reviewers are not constricted to this format. A note to the reviewers: A copy of each review member’s query answers and a draft of this final report should be submitted to the Dean before departing.

• Preamble

• Status of the Program

• Evaluation of Overview

• Evaluation of Structure and Curriculum

• Evaluation of Graduate Faculty

• Evaluation of Graduate Students

• Evaluation of Facilities and Resources

• Evaluation of Organization and Administration

• Evaluation of Mechanisms for Assessment • Evaluation of the Future of the Program • Overall Recommendations for the Program

VI. Post Review

Within one-month of the on-site visit, the external review team will submit a final report to the Dean. The Dean, GPC, and other appropriate SGS members will use this report to implement changes in the program. The following is a complete list of the actions that will follow the external review.

• The review team submits their final report to the Dean. Copies of the report will

be forwarded to the GPC and other relevant individuals for review. • The Dean and GPC will address the findings in the report within a one month

timeframe. • The report of the external review team and the action plan will be submitted to

the President of the HSC as well as with appropriate Vice Presidents and other Deans of the HSC.

• The action plan will be shared, through the Associate Deans, with the graduate faculty and staff at each program location.

• The Dean and GPC, with significant input from the Graduate Faculty, will develop a strategic plan for implementing necessary changes to the program and indicating target dates for the proposed actions.

GPBMS Self Study - January 2011

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Transcript of GPBMS Self Study - January 2011