Biomedical Sciences, M.S., 2024

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UNIVERSITYATALBANY

State University of New York

Office of the Provost and Senior Vice President for Academic Affairs

January 25, 2024

Melur K. Ramasubarmanian Ph.D.

Executive Vice Chancellor for Academic Affairs & Provost
State University of New York

System Administration

State University Plaza

Albany, NY 12246

Dear Dr. Ramasubarmanian:

On behalf of the faculty at the University at Albany, | am pleased to transmit the attached proposal for
updated registration of our existing MS program in Biomedical Sciences, and the addition of distance
education format. This proposal has been fully approved through campus governance.

We will be thankful for efforts by your staff in the Office of Program Review for timely review of this
updated proposal and transmittal to the NYS Department of Education. Should there be any technical
questions or the need for additional materials, please have inquiries directed to Colleen Davis, Assistant
Dean of the Graduate School (cdavis@albany.edu). We thank you for your on-going support.

Sincerely,

(alow

Carol H. Kim
Provost and Senior Vice President for Academic Affairs

Enclosure
c. Interim Dean Christine Wagner, Vice Provost & Dean of the Graduate School
Interim Dean Erin Bell, Dean of the School of Public Health
Celine LaValley, Staff Associate for Academic Affairs, Dean’s Office, School of Public Health

University Hall, Suite 308
1400 Washington Avenne, Albany, NY 12222
PUL 518-956-8090 EX: 518-956-800
‘werw.albamy cca
Program Revision Proposal:

Changes to an Existing Program

Form 3A
Version 2016-10-13

SUNY approval and SED registration are required for many changes to registered programs. To request a change to a
registered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the creation
of a new program,! a Chief Executive or Chief Academic Officer must submit a signed cover letter and this completed
form to the SUNY Provost at program.review@ suny.edu.

Section 1. General Information

a) Institution’s 6-digit SED Code: | 210500
Institutional areas ———
I anaes Institution’s Name: | University at Albany
Address: | 1400 Washington Avenue, Albany NY 12222
b) List each campus where the entire program will be offered (with each institutional or branch
Program campus 6-digit SED Code): 210500
Locations

List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [ X ] if not applicable:

9 Program Title: | Biomedical Sciences
Registered
ev rrogram Code
Program to be SED Program Code | 85296
Changed Award(s) (eg., A.A., B.S.):|MS

Number of Required Credits: Minimum [ 36 ] If tracks or options, largest minimum [ ]
HEGIS Code: | 0499
CIP 2010 Code: | 26.0102
Effective Date of Change: | Spring 2024
Effective Date of Completion? | Spring 2026

d) Name and title: Colleen Davis, Assistant Dean
Campus Contact |Telephone: (518)437-5063 e-mail: cdavis@albany.edu
e) Signature affirms that the proposal has met all applicable campus administrative and shared

Chief Executive or | governance procedures for consultation, and the institution’s commitment to support the proposed

Chief Academic _| Program. E-signatures are acceptable.
Officer Approval Name and title: Carol H. Kim, Provost and Senior Vice President for Academic astand ay Ya)
Signature and date: 1/25/2024

If the program will be registered jointly? with one or more other institutions, provide the
following information for each institution:

Partner institution’s name and 6-digit SED Code: New Y ork State Department of Health 000041

Name, title, and signature of partner institution’s CEO (or append a signed letter indicating
approval of this proposal): Please see partner letter, A ppendix 3

‘To propose changes that would create a new program, Form 3B, Creating a New Program from Existing Program(s), is required.

? If the current program(s) must remain registered until enrolled students have graduated, the anticipated effective date by which continuing students
will have completed the current version of the program(s).

3 If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.
[Section 2. Program Information ]

[Section 2.1. Changes in Program Content ]

qd)

[ ] No changes in program content. Proceed to Section 2.2.
Check all that apply. Describe each proposed change and why it is proposed.

[ X ]Cumulative change from SED’s last approval of the registered program of one-third or more of the minimum credits
required for the award (e.g., 20 credits for associate degree programs, 40 credits for bachelor’s degree programs)
Since the original registration of the program, courses and requirement structures have been added and/or revised to
be consistent with emergent trends in the field and to maintain compliance with CEPH (Council on Education for
Public Health) accreditation standards

[ ] Changes in a program’s focus or design

[ X ]Adding or eliminating one or more options, concentrations or tracks
Unique faculty ratio requirements for concentrations, set by the School’s accrediting body (CEPH), are not
sustainable. While formal concentrations have been removed, students still have options to take electives in areas of
interest.

[ ] Eliminating a requirement for program completion (such as an intemship, clinical placement, cooperative education,
or other work or field-based experience). Adding such requirements must remain in compliance with SUNY credit
cap limits,

[ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules

Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly indicates
all new or significantly revised courses, and other changes.

Please see A ppendix 1 for comparisons.

For each new or significantly revised course, provide a syllabus at the end of this form, and, on the SUNY Faculty
Table provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly revised
course. NOTE: Syllabi for all courses should be available upon request. Each syllabus should show that all work for
credit is college level and of the appropriate rigor. Syllabi generally include a course description, prerequisites and
corequisites, the number of lecture and/or other contact hours per week, credits allocated (consistent with SUNY
policy on credit/contact hours), general course requirements, and expected student learning outcomes.

Please see A ppendix 2 for new or revised course syllabi.

What are the additional costs of the change, if any? If there are no anticipated costs, explain why.
No additional costs have resulted from these changes.

[Section 2.2. Other Changes

Check all that apply. Describe each proposed change and why it is proposed.

[ ] Program title

[ ] Program award

[X] Mode of delivery
NOTES: (1) If the change in delivery enables students to complete 50% of more of the program via distance
education, submit a Distance Education Format Proposal as part of this proposal. (2) If the change involves
adding an accelerated version of the program that impacts financial aid eligibility or licensure qualification, SED
may register the version as a separate program.

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[ ] Format change(s) (e.g., from full-time to part-time), based on SED definitions, for the entire program
1) State proposed format(s) and consider the consequences for financial aid
2) Describe availability of courses and any change in faculty, resources, or support services.

[ ] A change in the total number of credits in a certificate or advanced certificate program

[ ] Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing
program. Exception: Small changes in the required number of credits in a licensure-qualifying program that do not
involve a course or courses that satisfy one of the required content areas in the profession.

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[Section 3. Program Schedule and Curriculum

a) For undergraduate programs, complete the SUNY Undergraduate Program Schedule to show the sequencing and
scheduling of courses in the program. If the program has separate tracks or concentrations, complete a Program
Schedule for each one.

NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program
conforms to SUNY’s and SED’s policies.

It must show how a student can complete all program requirements within SUNY credit limits, unless a longer
period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an
associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor’s degree.
Bachelor’s degree programs should have at least 45 credits of upper division study, with 24 in the major.

It must show how students in A.A., A.S. and bachelor’s programs can complete, within the first two years of full-
time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses in the categories of Basic
Communication and Mathematics, and in at least 5 of the following 8 categories: Natural Science, Social
Science, American History, Western Civilization, Other World Civilizations, Humanities, the Arts and Foreign
Languages

It must show how students can complete Liberal Arts and Sciences (LAS) credits appropriate for the degree.
When a SUNY Transfer Path applies to the program, it must show how students can complete the number of
SUNY Transfer Path courses shown in the Transfer Path Requirement Summary within the first two years of full-
time study (or 60 credits), consistent with SUNY’s Student Seamless Transfer policy and MTP 2013-03.

Requests for a program-level waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the
campus to submit a Waiver Request with compelling justification(s).

EXAMPLE FOR ONE TERM: Undergraduate Program Schedule

Term 2: Fall 20xx Credits per classification
Course Number & Title Cr GER_ [LAS |Maj |TPath New _|Prerequisite(s)
ACC 101 Principles of Accounting 4 4 4
MAT 111 College Mathematics 3 M 3 3 MAT 110
CMP 104 Introduction to Computers 3
HUM 110 Speech 3 BC 3 x
ENG 113 English 102 3 BC 3
Term credit total: | 16 6 9 7 4

For graduate programs, complete the SUNY Graduate Program Schedule. If the program has separate tracks or
concentrations, complete a Program Schedule for each one.

NOTE: The Graduate Schedule must include all curriculum requirements and demonstrate that expectations from
Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of Education are met.

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SUNY Graduate Program Schedule OPTION: You can insert an Excel version of this schedule AFTER this line, and delete the rest of this page.)
Program/Track Title and Award: Biomedical Sciences MS

a) Indicate academic calendar type: XJ Semester [ ] Quarter [ ] Trimester | ] Other (describe

X] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):

b) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
c) Use the table to show how a typical student may progress through the program; copy/expand the table as needed.
d) Complete the last row to show program totals and comprehensive, culminating elements. Complete all columns that apply to a course.

Fall 1: Spring 1:
Course Number & Title Credits _| New | Co/Prerequisites Course Number & Title Credits | New |Co/Prerequisites
BMS 500 A-C Molecular Cell Biology 6 xX BMS 601 Biomedical Science Horizons 3 xX
BMS 590 Lab Rotations in BMS 3 BMS 665 Current Literature in BMS 1
EPI 503 Principles of Public Health 3 BMS 699 Thesis Research 5
Elective I of Z 3

Tem credit total: [12 Term credit total: Po
Term 5: Term 6:
Course Number & Title Credits | New | Co/Prerequisites Course Number & Title Credits | New |Co/Prerequisites

Tem credit total: Term credit total:

Total Identify the required comprehensive, culminating element(s), such as a thesis or examination, including course number(s), if
Program Total: Credits: 36 applicable: BMS 699 Thesis Research

New: X if new orrevised course Prerequisite(s): list prerequisite(s) for the listed courses
[Section 4. SUNY Faculty Table

a) If applicable, provide information on faculty members who will be teaching new or significantly revised courses in the program. Expand the table as needed.

b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member

Biology; BMS 665
Current Literature in
BMS

Kingdom

(a) b) © (d) () i)
Faculty Member Name and Title and/or | % of Time | Program Courses Highest and Other Additional Qualifications: List
Rank at the Institution Dedicated Which May Be Applicable Earned Discipline(s) of Highest related certifications and
(Include and identify Program to This Taught Degrees (include College | and Other Applicable licenses and professional
Director.) Noted by * Program | (Number and Title) or University) Earned Degrees experience in field.
PART 1. Full-Time Faculty
Bum-Kyu Lee, Assistant Professor 100 BMS 500 A-C PhD University of TX, Molecular Genetics and
Molecular Cell Austin Microbiology
Biology; BMS 665
Current Literature in
BMS
Doug Conklin, Associate Professor 100 BMS 601 PhD University of WI, Cellular & Molecular
Biomedical Science | Madison Biology
Horizons
*Joseph Wade, Chair Dept of Biomedical | .50 BMS 500 A-C PhD University of Biochemistry
Sciences; Associate Professor Molecular Cell Birmingham, United

Part 2. Part-Time Faculty

Kathy Yu-Fen Chou, Clinical Assistant
Professor

BMS 670
Responsible Conduct
of Scientific
Research

PhD UCLA

Biomedical Engineering

Part 3. To-Be-Hired Faculty (List as
TBH1, TBH2, etc., and provide
expected hiring date instead of name.)

University at Albany
Program Revision Proposal
Biomedical Sciences MS
Appendix 1

SIDE BY SIDE COMPARISON OF CHANGES
Appendix 1: Program Comparison

A B ig
1 |Last Registered Program - 36 cr Proposed Changes - 36 cr
Specializations: Biochemistry,
Molecular Biology, and Genetics;
Molecular Pathogenesis;
Immunobiology and
Immunochemistry; Cell and
2 {Molecular Structure; Neuroscience eliminate
3 _|Core Courses - 12 cr Core Courses - 18 cr increase overall core credits
Bms 601a Introduction to Bms 601 Biomedical Science
4 [Biomedical Sciences Horizons revised course
5 |Bms 601b eliminate
Bms 500A Molecular Cell Biology A
6 (2) new course
Bms 500B Molecular Cell Biology B
us (2) new course
Bms 500C Molecular Cell Biology C
8 (2) new course
Bms 590 Laboratory Rotations in Bms 590 Laboratory Rotations in
9 |Biomedical Sciences Biomedical Sciences (3)
Bms 665 Current Literature in existing course; new
10 Biomedical Sciences (2) requirement
Bms 670 Responsible Conduct of
11 Scientific Research (1) new course
Epi 503 Principles of Public Health —jexisting course; new
12 (3) requirement
One semester each of biochemistry
13 |and cell biology eliminate
Supporting Courses in an area of reduce credits and expand
14 |specialization - 16 cr Support courses - 4 cr options
Master's Thesis Research (8 Bms 699 Master's Thesis Research
15 |credits) (14 credits) increase thesis credits
Satisfactory completion of a Satisfactory completion of a
16 |master's major field examination _|master's major field examination
Satisfactory oral seminar and Satisfactory oral seminar and
defense based on approved defense based on approved
master's thesis of laboratory master's thesis of laboratory
17 |research research

University at Albany
Program Revision Proposal
Biomedical Sciences MS
Appendix 1

SYLLABI OF NEW OR SIGNIFICANTLY REVISED COURSES

Biomedical Sciences

BMS 500 A-C Molecular Cell Biology

BMS 601 Biomedical Science Horizons

BMS 670/EHS 675 Responsible Conduct of Scientific Research
University at Albany
School of Public Health
Department of Biomedical Sciences

BMS 500 A, B, C - MOLECULAR CELL BIOLOGY
9:30-11:20 AM Monday, Wednesday, and Friday

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Albany College of Pharmacy & Health Sciences, Room 2000, 150 New Scotland

Avenue, Albany, NY 12208

Classes in * will be held in Room 2022, 150 New Scotland Avenue, Albany, NY

12208

FALL 2023

Course Coordinator:
Pallavi Ghosh, Assistant Professor

pghosh2@albany.edu

Center for Medical Science, Room 5241
150 New Scotland Avenue, Albany, NY 12208
518-402-2033

Instructors:
Janice Pata, Associate Professor

jpata@albany.edu

Center for Medical Science, Room 2009
150 New Scotland Avenue, Albany, NY 12208
518-402-2595

Pallavi Ghosh, Assistant Professor

pghosh2@albany.edu

Center for Medical Science, Room 5241
150 New Scotland Avenue, Albany, NY 12208
518-402-2033

Jon Paczkowski, Assistant Professor

jpaczkowski@albany.edu

Center for Medical Science, Room 5221
150 New Scotland Avenue, Albany, NY 12208
518-486-3116

Bum Kyu Lee, Assistant Professor

blee6@albany.edu

Cancer Research Center, Room 304, Health Sciences Campus

1 Discovery Drive, Rensselaer, NY 12144
518-591-7200
Rajendra Agrawal, Professor
ragrawal@albany.edu

Biggs Laboratory, Room C450
Empire State Plaza, Albany, NY
518-486-5797

Nilesh Banavali, Assistant Professor
nbanavali@albany.edu

Biggs Laboratory, Room C419B
Empire State Plaza, Albany, NY
518-473-7553

Anil Ojha, Associate Professor
aojha@albany.edu

Center for Medical Science, Room 5108
518-402-2605

Haixin Sui, Assistant Professor
hsui@albany.edu

Biggs Laboratory, Room C265
Empire State Plaza, Albany, NY
518-474-4235

Dr. Lasek-Nesselquist
Erica.Lasek-Nesselquist@health.ny.gov
CMS 2008

518-473-3493

Dr. David Vance, Research Assistant Professor
dvance@albany.edu

Center for Medical Science Room 2020
518-402-4001

Dr. Cheryl Andam, Assistant Professor
candam@albany.edu

Life Sciences 2060

518-437-4475

Dr. Denise Kay, Clinical Assistant Professor
denise.kay@health.ny.gov

(518) 474-7610

David Axelrod Institute (room 5102)

OFFICE HOURS: By appointment with individual instructors.

TEACHING ASSISTANT: None

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COURSE CREDIT HOURS: 6 credits total, offered in 2-credit modules, graded
independently

COURSE PREREQUISITES/COREQUISITES: Enrollment in the MS or PhD Biomedical
Sciences graduate program, or permission of course director. Undergraduate-level courses in
molecular biology and biochemistry are recommended.

COURSE DESCRIPTION:

This course will examine essential cellular processes at the molecular level by providing
historical perspective and using examples from both current and older literature. Emphasis in
the first two modules is on processes involving DNA and RNA, with topics including genome
function, replication, transcriptional regulation and signal transduction, chromatin structure and
function, and RNA structure and function. In the third module, the focus will be on processes
occurring in the cytoplasm — protein translation and translational regulation, protein structure
and folding, and the cytoskeleton. Discussions will be supported by sessions in which the
biochemical and structural principles underlying the processes under study are discussed.

COURSE LEARNING OBJECTIVES:

Students will renew and expand their familiarity with basic concepts and gain new knowledge of
more advanced material relevant to the topics to be covered (see Course Description). At the
conclusion of the course, students will be able to understand and critique scientific literature and
seminars in the relevant areas and will have increased knowledge that they may apply to their
specific areas of research.

Course Web Site: Lecture and reading material will be made available via Blackboard and the
MyUAlbany web site (https://www.albany.edu/myualbany/). Access requires a current UAlbany
netID.

MS and PhD PROGRAM COMPETENCIES:

Masters degree competencies developed in this course:

+ Acquire basic knowledge of modern concepts in molecular cell biology and area of
specialization.

+ Identify and understand relevant scientific data in the literature and public databases.

Doctoral degree competencies developed in this course:

+ Acquire advanced knowledge of modern concepts in molecular cell biology and area of
specialization.

+ Identify and critically evaluate relevant scientific data in the literature and public databases.

COURSE MATERIALS:

Readings from the scientific literature will be assigned by individual instructors. Students will
need laptop computers for in-class exercises and assignments. Software is needed for internet
browsing as well as for basic word processing, presentation and spreadsheet applications (e.g.
Microsoft Office). Students will be provided with software for visualizing and analyzing molecular
structures. Other programs will be accessed through web-based interfaces. Internet access will
be available in the classroom.
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COURSE REQUIREMENTS:

Examinations

Exams are open book; access to the internet is also permitted but students are cautioned not to
be over-reliant on web sources, as exam questions will primarily be conceptually based short
answers and short essays. Exam dates are as follows: September 24, October 29, and
December 8, 2021.

Grading

A-E. Students will be graded based on writing assignments and on quizzes and exams that test
their ability to synthesize the concepts and approaches they have learned. Grades will be based
on a combination of quizzes, exams, homework, projects, and writing assignments, as assigned
by each instructor, that will test students’ ability to apply the concepts they have learned to the

scientific literature. These will be weighted so that material from each class session receives
equal weight (20 points per class session, with a final grade being a percentage of the total
points in each module). Class participation will also be considered in assigning grades. Grades
will be on a curve.

Module name Instructor Evaluation components Weighting
From molecules to cells, F
molecular graphics Pata Homework assignment 40/240
ae Genes, genetics, genomes & Andam In-class activity per lecture, 10 pts each per 60/240
pis Phylogeny lecture (30 pts). Take-home quiz 30 pts. :
Macromolecular structure & Banavali Quiz (20 points: 10 individual, 10 group), 80/240
Function writing assignment (60 points).
DNS replication, mutations ete Vance Quiz (60 points, 20 points for each lecture) 60/240
Basics of Biostatistics Kay Homework assignment 40/240
BMSS500B ic tr: ripti i di a
Prokaryotic transcriptional Ghosh Paper Reading (x3) class discussion: 40 pts, 80/240
240 pts | regulation Take home exam (x1): 40 pt
Signal transduction Paczkowski | Take-home writing assignment 20/240
Eukaryotic transcriptional Lee Quiz (X3); take-home exam (x1) 80/240
Protein translation Agrawal | Class quizzes (x2); Witting assignment (x1) 60/240
BMSS00C | Translational regulation Ojha Class quiz (x1) 20/240
240 pts i2 . I _
pl Cytoskeleton Sui Quiz (xl); Open- book assignment/test (x1); 100/240
Participation, In-class discussion
Basics of Bioinformatics Lasek 1 Completion of an exercise/assignment 60/240
Nesselquist

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Course Average Final G

94-100 A
90-93 A-
87-89 B+
83-86 B
80-82 B-
77-79 Ce
73-76 Cc
65-72 D*
<65 E

CLASS POLICIES:

Attendance: Attendance is mandatory. An absence should be communicated to the instructor
as soon as possible. Medical Excuse Policy:
http://www.albany.edu/health_center/medicalexcuse.shtml.

Absence due to religious observance: Students should work with faculty to arrange
accommodations for material this is missed due to religious observances. See New York State
Education Law Section 224-A (https://www.nysenate.gov/legislation/iaws/EDN/224-A) whereby
campuses are required to excuse, without penalty, individual students absent because of
religious beliefs, and to provide equivalent opportunities for make-up examinations, study, or
work requirements missed because of such absences.

Inclusive Learning Environment:

It is expected that each of you will contribute to creating an inclusive and respectful learning
environment. You are expected to treat each other with dignity and value differences in
perspectives. Hurtful or hateful language and actions will not be tolerated.

Diversity, Equity, and Inclusion Statement

At the University at Albany School of Public Health, we believe deeply that equity,
respect, and justice are central to our united path forward. The character of our School
is to stand steadfast in the face of injustice and act for the betterment of health
outcomes. Racism and discrimination have no place in our work.

We are committed to creating and supporting a community diverse in every way, which
includes but is not limited to: race, ethnicity, age, disability, gender, gender expression,
geography, religion, academic and extracurricular interest, political beliefs, family
circumstances, national origin, sexual orientation, and socioeconomic background. It
is central to our mission to ensure that each member of our community has full
opportunity to thrive. We recognize that all of us must embrace the responsibility and
accountability for upholding these values, as they are central, not only to our mission,

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but also to individual growth, education excellence and the advancement of
knowledge.

The University at Albany is committed to a campus environment that supports
diversity, equity and inclusion and will provide support to individuals who report
incidents of bias or hate. We encourage any campus community member who
experiences or witnesses a bias act or hate crime to report this incident by using
the Bias Incident Reporting Form. For more information, visit
https:/www.albany.edu/diversity-and-inclusion.

SCHOOL AND UNIVERSITY RESOURCES AND POLICIES:

Academic Integrity: Students are expected to abide by the UAlbany polices on academic
integrity, which can be found at
https://www.albany.edu/graduatebulletin/requirements_degree.htm#standards integrity. In
particular, students should review the information on academic integrity and plagiarism that are
available through the UAlbany library: https://library.albany.edu/infolit/playlists/academic-
integrity.

Classroom Health and Safety:

At the University at Albany, supporting the health and safety of all members of our campus
community is a top priority. During the COVID-19 pandemic, we are following federal, state and
local public health guidelines, and these guidelines apply to all campus community members
across all University spaces. To ensure that each of us has a healthy and safe learning
experience within courses that involve in-person contact, all students, faculty members, staff
and visitors are required to adhere to the expectations outlined on the Health & Safety page of
the University’s COVID-19 website: https://www.albany.edu/covid-19/planning-fall-2020/health-

safety.

In class, vaccinated and unvaccinated individuals are required to have face covering and
keep it on for the entire class period. Unvaccinated individuals should additionally
observe physical distancing in the classroom, including when you enter and exit the
classroom.

Accommodations:

Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability
requiring accommodation in this class, please notify the Director of the Disability Resource
Center (Campus Center 130, 518-442-5490, DRC@albany.edu). That office will provide the
course instructor with verification of your disability, and will recommend appropriate
accommodations. See hitp://www.albany.edu/disability/ for more information.

Mental Health:

As a student, there may be times when personal stressors interfere with your academic
performance and/or negatively impact your daily life. The University at Albany Counseling and
Psychological Services (CAPS) provides free, confidential services including individual and
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group psychological counseling and evaluation for emotional, social and academic concerns.
Given the COVID pandemic, students may consult with CAPS staff remotely by telephone,
email or Zoom appointments regarding issues that impact them or someone they care
about. For questions or to make an appointment, call (518) 442-5800 or email
consultation@albany.edu. Visit www.albany.edu/caps/ for hours of operation and additional
information.

If your life or someone else’s life is in danger, please call 911. If you are in a crisis and
need help right away, please call the National Suicide Prevention Lifeline at 1-800-273-
TALK (8255).

Students dealing with heightened feelings of sadness or hopelessness, increased
anxiety, or thoughts of suicide may also text “GOT5” to 741741 (Crisis Text Line).

Title IX Reporting:

Title IX of the Education Amendments of 1972 is a federal civil rights law that prohibits
discrimination on the basis of sex in federally funded education programs and activities.

The SUNY-wide Sexual Violence Prevention and Response Policies prohibit offenses defined
as sexual harassment, sexual assault, intimate partner violence (dating or domestic violence),
sexual exploitation, and stalking. The SUNY-wide Sexual Violence Prevention and Response
Policies apply to the entire University at Albany community, including students, faculty, and staff
of all gender identities. The University at Albany provides a variety of resources for support and
advocacy to assist individuals who have experienced sexual offenses.

Confidential support and guidance can be found through the Counseling Center (518-442-5800,
https://www.albany.edu/counseling_center/), the University Health Center (518-442-5454,
https://www.albany.edu/health_center/), and the Interfaith Center (518-489-

8573, https://www.albany.edu/spiritualityionCampus.shtml). Individuals at these locations will
not report crimes to law enforcement or university officials without permission, except for in
extreme circumstances, such as a health and/or safety emergency. Additionally, the Advocates
at the University at Albany's Advocacy Center for Sexual Violence are available to assist
students without sharing information that could identify them (518-442-CARE,
https://www.albany.edu/advocacycenter/).

Sexual offenses can be reported non-confidentially to the Title IX Coordinator within The Office
for Equity and Compliance (518-442-3800, https://www.albany.edu/equity-compliance/, Building
25, Room 117) and/or the University Police Department (518-442-3131,
http://police.albany.edu/).

Please note, faculty members are considered “responsible employees” at the University
at Albany, meaning that they are required to report all known relevant details about a
complaint of sexual violence to the University’s Title IX Coordinator, including names of
anyone involved or present, date, time, and location.

In case of an emergency, please call 911.
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COURSE SCHEDULE:

BMS 500A: DNA Replication and Macromolecular Interactions (2 credits)
August 23 — September 24, 2021

Day Date Session Topic Instructor
Monday 21-Aug 1 From molecules to cells Pata
Wednesday 23-Aug 2 Genetics, genes & genomes Andam
Friday 25-Aug 3 Genetics, genes & genomes Andam
Monday 28-Aug 4 Phylogenetics Andam
Wednesday 30-Aug 5 Macromolecular structure: proteins, DNA & RNA Banavali
Friday 1-Sep 6 Protein structure & function Banavali
Monday 4-Sep Labor Day Classes suspended

Wednesday 6-Sep 7 Protein structure & function Banavali
Friday 8-Sep 8 Specificity of protein-nucleic acid interactions Banavali
Monday 11-Sep 9 Molecular graphics workshop Pata
Wednesday 13-Sep 10 DNA replication& Cell cycle Vance
Friday 15-Sep 11 Specificity of Protein: Protein interaction Vance
Monday 18-Sep 12 Mutations: impacts on structure & function Vance
Wednesday 20-Sep 13 Review

Friday 22-Sep 14 Exam

Course Director* and Instructors

* Dr. Nilesh Banavali nbanavali@albany.edu ESP C419B 518-474-0569
Dr. Janice Pata jpata@albany.edu CMS 2009 518-402-2595
Dr. David Vance dvance@albany.edu CMS Room 2020 518-402-4001

Dr. Cheryl Andam candam@albany.edu Life Sciences 2060 518-437-4475

Genes and genomes: An overview of the content, structure and function of
prokaryotic, eukaryotic and viral genomes, including discussion of sources of genetic
innovation during evolution and how genetic variation contributes to disease.

Chromosome replication. These sessions will focus on the molecular mechanisms of
DNA replication, with a brief overview of the cell cycle included. Mechanisms of
replication in bacteria and eukaryotes including detailed consideration of initiation and
termination are covered. The replication of chromatin and the retention of epigenetic
"marks" and developmental memory and telomere structure and replication are also
discussed.

Macromolecular structure and interactions: These sessions will review the types of
molecules that are found in cells, with an emphasis on their structural properties and the
physical and chemical principles that govern interactions between molecules. We will
focus primarily on the specificity of interactions between proteins and nucleic acids, with
DNA and RNA polymerases being the major focus of discussion.
p.9

BMS 500B: Transcriptional Regulation & Signal Transduction (2 credits)
September 27 — October 29, 2021

Day Date Session Topic Instructor
Monday 25- 1 Basics of Biostatistics Denise Kay
*Wednesday 27-Sep 2 Basics of Biostatistics Denise Kay
*Friday 29-Sep 3 Prokaryotic transcriptional regulation Ghosh
Monday 2-Oct 4 Prokaryotic transcriptional regulation Ghosh
Wednesday 4-Oct 5 Prokaryotic transcriptional regulation Ghosh
Friday 6-Oct 6 Prokaryotic transcriptional regulation Ghosh
Menday 9-Oct Signal transduction (Prokaryotes) Paczkowski
Wednesday 11-Oct 7 Signal transduction (Prokaryotes) Paczkowski
Friday 13-Oct 8 No Class — Fall Break
Monday 16-Oct 9 Eukaryotic transcriptional regulation Lee
Wednesday 18-Oct 10 Eukaryotic transcriptional regulation Lee
Friday 20-Oct 11 Eukaryotic transcriptional regulation Lee
Monday 23-Oct 12 Eukaryotic transcriptional regulation Lee
Wednesday 25-Oct 13 Review
Friday 27-Oct 14 Exam
Course Director* and Instructors
*Dr. Bum Kyu Lee blee6@albany.edu CRC 304 518-591-7200
Dr. Pallavi Ghosh pghosh2@albany.edu CMS 5241 518-402-2033
Dr. Jon Paczkowski jpaczkowski@albany.edu CMS 5221 518-474-5484
Dr. Denise Kay denise.kay@health.ny.gov DAI 5102 518-474-7610

Transcriptional regulation: Both prokaryotic and eukaryotic transcription will be discussed.
Basic principles and some historical context will be provided, and new technologies and
advances in understanding will be explored. Material on prokaryotic transcription will include
discussion of genetic and biochemical approaches to studying transcriptional regulation, and
mechanisms of transcriptional initiation, elongation and termination. Discussion of eukaryotic
transcription will include the role of transcriptional activators, co-activators, and the basic
transcription machinery, and how they function in transcriptional regulation in the context of
chromatin.

Signal transduction: Both prokaryotes and eukaryotes respond to environmental stimuli and
transduce information from outside to inside the cell. We will discuss the mechanisms cells use
to appropriately sense external stimuli. We will also discuss how the cells respond appropriately
to these signals to change their behavior. For context, we will use quorum sensing, a
mechanism of bacterial cell-cell communication, to understand the mechanisms of signal
recognition and the pathways used to transduce those signals, which leads to changes in
transcription and in community behavior.

Introduction to biostatistics: Sessions will provide an overview of basic concepts in statistics
and analytical methods commonly used by biomedical scientists, including descriptive and
inferential statistics. Topics will include hypothesis testing, constructing confidence intervals and
p.10

choosing a statistical test. Methods for analysis of categorical and continuous data will be
introduced and utilized.
p.11

BMS 500C: Protein Translation and Cytoskeleton (2 Credits)
November 1 — December 6, 2021

Day Date Session Topic Instructor
Monday 30-Oct 1 Protein translation Agrawal
Wednesday 1-Nov 2 Protein translation Agrawal

Friday 3-Nov 3 Protein translation Agrawal

Monday 6-Nov 4 Translational regulation Ojha
Wednesday 8-Nov 5 Cytoskeleton Sui

Friday 10- 6 Cytoskeleton Sui

Monday 13- Nov 7 Cytoskeleton Sui

Wednesday 15-Nov 8 Cytoskeleton Sui

Friday 17-Nov 9 Cytoskeleton Sui

Monday 20-Nov 10 Basics of Bioinformatics LasekNesselquist
Wednesday 22-Ne¥ No Class — Thanksgiving Break

Friday 24.Ne¥ No Class — Thanksgiving Break

Monday 27-Nov 11 Basics of Bioinformatics LasekNesselquist
Wednesday 29-Nov 12 Basics of Bioinformatics LasekNesselquist
Friday 1-Dec 13 Review

Monday 4-Dec 14 Exam

Course Director* and Instructors

*Dr. Haixin Sui hsui@albany.edu ESP C265 518-474-4235
Dr. Raj Agrawal ragrawal@albany.edu ESP C450 518-486-5797
Dr. Anil Ojha aojha@albany.edu CMS 5108 518-402-2605

Dr. Lasek-Nesselquist Erica.Lasek-Nesselquist@health.ny.gov CMS 2008 518-473-3493

Protein translation & translational regulation: The structure and function of the basic
components that participate in protein synthesis will be introduced, including tRNA and
ribosomes. The problems of tRNA identity and decoding the genetic code will be discussed.
Impact of advancements in the structural studies of ribosome in understanding mRNA decoding
on the small ribosomal subunit will be discussed. The four main steps in protein synthesis will
be discussed. Molecular mimicry between tRNA and various protein factors will be outlined and
discussed. The mechanism of action of several antibiotics in inhibiting the steps of translation
will be discussed.

Protein structure and function: The principles of how proteins fold or assemble into functional
structures and perform various biological roles, how they can be engineered and manipulated,
and how small molecules can be designed to alter protein function will be explored. Different
methods in protein structure prediction, protein-protein interactions, protein engineering and
design, and inhibitor design will be presented. Case studies on functions of proteins as
hormones, toxins, antibodies, catalysts, and molecular motors will be discussed. A homework
assignment will focus on structural analysis of protein function.

Cytoskeleton: The critical functions and dynamic behaviors make the cytoskeleton research a
frontier in cell biology. Different from general protein complexes that contain a defined and
relatively small number of molecules, cytoskeleton filaments are long protein architecture
p.12

assembled with thousands copies of the component protein(s). This module will review major
research advances on the structure-function of cytoskeleton filaments and explain how the
knowledge was achieved by structural imaging methods, mainly electron microscopy. Besides
advanced knowledge on cytoskeleton filaments, the application and basic principles of the
involved structural imaging methods will also be discussed.

Basics of Bioinformatics: Bioinformatics involves the application of computational tools to
process and analyze data. Typically, work is conducted in a command-line environment, such
as Linux. We will learn the basics of operating in Linux environment before employing various
tools to align reads to a genome and extract read counts for an expression analysis. Differential
expression analyses examine changes in transcription that occur between two conditions (i.e. a
control and treatment). We will use DESeq2, a frequently employed R (a stastical program)
package, to identify differentially expressed genes in our treated condition and generate some
summary figures.
UNIVERSITY AT ALBANY
SCHOOL OF PUBLIC HEALTH

HBMS 601, Biomedical Science Horizons
Advanced technological approaches to human health and disease

Massry Conference Room in the
Cancer Research Center

Tuesdays & Thursdays 9:00 - 10:20 AM

Spring 2023 (Class 4965)

INSTRUCTOR:

Doug Conklin, Associate Professor
dconklin@albany.edu

CRC 342

518.591.7154

OFFicE Hours: contact the course director for an appointment
Course CrebitT Hours: 3 credits

COURSE PREREQUISITES:

Course DESCRIPTION:

This course will discuss important concepts for students considering a future career in
biomedical sciences and public health. Students will gain an understanding of cutting-edge
technologies in molecular biology, genomics, proteomics, and cell biology and their role in future
improvements in public health. Students will also become familiar with the all important first
step in future biomedical public health studies: scientific proposal writing and review.

COURSE LEARNING OBJECTIVES:

Upon completion of this course, students will be able to:

e understand the role of genetics and the environment in human disease.

* understand the molecular and biochemical mechanisms associated with human health
and disease.

e apply fundamental concepts in the core areas of biochemistry, molecular biology,
neurobiology and cell biology.

e demonstrate additional depth of knowledge in systems biology and genomics.

e understand the fundamentals of grant writing, grant review, and how to seek out funding
opportunities.

e develop both verbal and written communication skills through presentations and
homework assignments, and they will apply fundamental concepts in the biomedical
sciences to public health issues, in particular, in the detection, treatment, and prevention
of disease

e critically evaluate the work of their peers in biomedical sciences and will be required to
demonstrate broad knowledge of the genetic basis of cellular function and demonstrate
basic knowledge of human genetic diseases and disorders.

demonstrate a foundation of knowledge in the core areas of biomedical sciences and
identify the strengths and limitations of various laboratory methodologies.

explain the biological and molecular basis of public health and articulate how biological,
chemical, and physical agents affect human health.

be required to explain how genetics and genomics affect disease processes, public
health policy and practice.

Diversity, Equity, and Inclusion Statement

PUBLIC HEALTH FOUNDATIONAL KNOWLEDGE DOMAINS AND COMPETENCIES: full listing available
upon request

Foundational Knowledge Domains: This course addresses the following Foundational
Knowledge Domains and Competencies for (put degree program here and list each domain
below): full listing available upon request

MS or PHD PROGRAM COMPETENCIES: This course addresses the following (MS or PhD)
program competencies: full listing available upon request

COURSE MATERIALS: Readings from the scientific literature will be assigned for use in class and
for posted on Blackboard. Note recently published articles relevant to individual lectures may
also be introduced and will be supplied by the instructor.

Program Announcement for the Ruth L. Kirschstein National Research Service Awards
(NRSA) for Individual Predoctoral Fellows (F31). Ruth L. Kirschstein National Research Service
Award Individual Fellowship Application Instructions and forms (See Blackboard site).

Class materials are accessible via UAlbany’s Blackboard system.

Course REQUIREMENTS: Course is graded A-E. Grading will be based on assignments (20%),
two exams (40%), class participation (10%) and the preparation and presentation of a National
Research Service Award (NRSA) Grant or suitable alternative*(30%). In addition, proper
completion of the administrative forms, as described in the associated directions, will determine
grades for the administrative section of the writing project. Attendance is mandatory and along
with active participation in class discussions, will be used to determine the participation grade.
Exams will consist of essay-based questions and will test understanding of concepts introduced
in class and assigned readings. The grant assignment or suitable alternative will be a semester
long project that results in a 10-page research proposal and final oral presentation (20 minute
power point) of the project. Grades for this project are based on organization, clarity, scientific
understanding and writing style and the ability to orally present and discuss your project.

* A suitable alternative to the NRSA grant-writing project is available for those students who
would be better served by another granting agency or who would rather write a review article.
Those wishing to undertake other grant forms (i.e. public health grants available from the CDC
or foundation grants) or who wish prepare an extensive review of a public health issue can do
so in consultation with Dr. Conklin.

Grading scale:

Course Average Final Grade

94-100 A
90-93 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
73-76 Cc
65-72 D*
<65 E

*Not applicable for graduate credit
CLASS POLICIES:

ATTENDANCE: hitp://www.albany.edu/health_center/medicalexcuse.shtml.

ABSENCE DUE TO RELIGIOUS OBSERVANCE: Refer to New York State Education Law Section 224-
A (https://www.nysenate.gov/legislation/laws/EDN/224-A) whereby campuses are required to
excuse, without penalty, individual students absent because of religious beliefs, and to provide
equivalent opportunities for make-up examinations, study, or work requirements missed
because of such absences.

SCHOOL AND UNIVERSITY RESOURCES AND POLICIES:

ACADEMIC INTEGRITY: Academic dishonesty will not be tolerated and will lead to disciplinary
action as deemed appropriate by the faculty and/or the University’s judicial process. Students
are expected to be familiar with the University’s Standards of Academic Integrity, including the
"Community Rights and Responsibilities" document and additional information located at the
following web addresses: (https://www.albany.edu/content_images/Academicintegrity.pdf,
https://www.albany.edu/graduatebulletin/requirements_degree.htm, and
https://library.albany.edu/infolit/integrity).

These guidelines address plagiarism, cheating on exams, multiple submissions, forgery,
sabotage, unauthorized collaboration, falsification, bribery, theft, damage, or misuse of library
and IT resources. Penalties for violations of academic integrity may include, but are not limited
to, a failing grade on the assignment or exam in question or for the course as a whole.

Every student has the responsibility to become familiar with the standards of academic integrity
at the University. Faculty members must specify in their syllabi information about academic
integrity, and may refer students to this policy for more information. Nonetheless, student claims
of ignorance, unintentional error, or personal or academic pressures cannot be excuses for
violation of academic integrity. Students are responsible for familiarizing themselves with the
standards and behaving accordingly, and UAlbany faculty are responsible for teaching,
modeling and upholding them. Anything less undermines the worth and value of our intellectual
work, and the reputation and credibility of the University at Albany degree.

(University’s Standards of Academic Integrity Policy, Fall 2013)

ACCOMMODATIONS

As a student there may be times when personal stressors interfere with your academic
performance and/or negatively impact your daily life. The University at Albany Counseling and
Psychological Services (CAPS) provides free, confidential services including individual and
group psychological counseling and evaluation for emotional, social and academic concerns.
Given the COVID pandemic, students may consult with CAPS staff remotely by telephone,
email or Zoom appointments regarding issues that impact them or someone they care

about. For questions or to make an appointment, call (518) 442-5800 or email
consultation@albany.edu. Visit www.albany.edu/caps/ for hours of operation and additional
information.

If your life or someone else’s life is in danger, please call 911. If you are in a crisis and
need help right away, please call the National Suicide Prevention Lifeline at 1-800-273-
TALK (8255).

Students dealing with heightened feelings of sadness or hopelessness, increased
anxiety, or thoughts of suicide may also text “GOT5” to 741741 (Crisis Text Line).

TITLE IX REPORTING
“Title IX of the Education Amendments of 1972 is a federal civil rights law that prohibits
discrimination on the basis of sex in federally funded education programs and activities.

Confidential support and guidance can be found through the Counseling Center (518-442-5800,
https://www.albany.edu/counseling center/), the University Health Center (518-442-5454,
https://www.albany.edu/health_center/), and the Interfaith Center (518-489-

8573, https:/www.albany.edu/spirituality/onCampus.shtml). Individuals at these locations will
not report crimes to law enforcement or university officials without permission, except for in
extreme circumstances, such as a health and/or safety emergency. Additionally, the Advocates
at the University at Albany’s Advocacy Center for Sexual Violence are available to assist
students without sharing information that could identify them (518-442-CARE,
https://www.albany.edu/advocacycenter/).

Sexual offenses can be reported non-confidentially to the Title IX Coordinator within The Office
for Equity and Compliance (518-442-3800, https://Awww.albany.edu/equity-compliance/, Building
25, Room 117) and/or the University Police Department (518-442-3131,
http://police.albany.edu/).

In case of an emergency, please call 911.
COURSE SCHEDULE:

le Instructor Class meeting
Thursday 19-Jan-23 Con Introduction
Tuesday 24-Jan-23 Conklin Grant Overview
Thursday 26-Jan-23 Conl Grant Overview Proof of grant mentor
Tuesday 31-Jan-23 Dr Sridar Chittur Advanced DNA technologies
Thursday 2-Feb-23 Dr Sridar Chittur Advanced DNA technologies
Tuesday 7-Feb-23 Dr Qishan Lin Proteomics Borrowed grant due
Thursday 9-Feb-23 Dr Qishan Lin Proteomics Administrative forms due
Tuesday 14-Feb-23 Dr Ramune Reliene Mouse transgenesis
Thursday 16-Feb-23 Dr Ramune Reliene Carcinogenesis in mouse models
Tuesday _21-Feb-23. Dr Ramune Reliene Carcinogenesis in mouse models
Thursday 23-Feb-23 Dr BK Lee Application of NGS to biomedical sciences
Tuesday 28-Feb-23 DrBKLee Application of NGS to biomedical sciences
Thursday 2-Mar-23 Conklin Functional genomic approaches Test 1 assigned
Tuesday 7-Mar-23 Conklin Functional genomic approaches
Thursday 9-Mar-23 Dr Sridar Chittur FACS / Genomics
Tuesday 14-Mar-23 SPRING
Thursday 16-Mar-23 BREAK
Tuesday 21-Mar-23 Student Outlines:NRSA Test 1 due
Thursday 23-Mar-23 Student Outlines:NRSA
Tuesday 28-Mar-23 Student Outlines:NRSA
Thursday 30-Mar-23 Student Outlines:NRSA Current events due
Tuesday 4-Apr-23 Grant workshop
Thursday 6-Apr-23 Grant workshop Grant Draft due (4 pages)
Tuesday 11-Apr-23 Dr Michael Gerdes IHC-based human diagnostics Test 2 assigned
Thursday 13-Apr-23 Dr Michael Gerdes IHC-based human diagnostics
Tuesday 18-Apr-23 Grant workshop
Thursday 20-Apr-23 Student Presentations Test 2 due
Tuesday 25-Apr-23 Student Presentations
Thursday 27-Apr-23 Student Presentations Grant Draft due (10 pages)
Tuesday 2-May-23 Student Presentations

MONDAY 8-May-23 FINAL GRANT PRPOSAL DUE 5:00 PM Eastern
University at Albany
School of Public Health

BMS 670/EHS 675 Responsible Conduct
of Scientific Research

In Person-CMS Collaboratorium

Albany College of Pharmacy and Health Sciences: Formerly the Center for
Medical Sciences (CMS)

150 New Scotland ave.

Fridays, 1:10-2:05 p.m.
Fall 2022

The University at Albany reserves the discretion to change the daie, time, location and modality of
instrudion

COURSE DIRECTOR

Bill Wolfgang, Ph.D.

Research Scientist, NYSDOH Wadsworth Center

Clinical Associate Professor, Department of Biomedical Sciences, University at Albany
(518) 486-1156

william.wolfgang@ health.ny.gov

wwolfgang@ albany.edu

COURSE INSTRUCTORS

Glenn Monastersky, Ph.D.

Adjunct Professor, Department of Biomedical Sciences, University at Albany
gmonastersky@ albany.edu

Kathy Chou, Ph.D.

Research Scientist, NYSDOH Wadsworth Center

Clinical Assistant Professor, Department of Biomedical Sciences, University at Albany
(518) 474-3043

kathy.chou@ health.ny.gov

OFFICE HOURS: By Appointment.

COURSE CREDIT HOURS: 1
COURSE PREREQUISITES: None

GRADING: Satisfactory / Unsatisfactory
COURSE DESCRIPTION:

The course is designed to meeting current federal regulations, which require that all institutions
receiving NIH training grants provide training in the responsible conduct of research. The purpose of
this course is to engage students in reading, considering, and discussing the responsible conduct of
scientific research. In addition, this course is designed to fulfill the following core competency: “Apply
ethical principle to the design, collection and dissemination of research data” for PhD and MS degrees
in Department of Biomedical Sciences, School of Public Health, University at Albany.

COURSE FORMAT:

Course topics will be covered by a combination of one or more of the following elements: lectures,
assigned readings in the course text ("Introduction to the Responsible Conduct of Research"),
additional recommended readings provided by the instructors, assigned case studies, and discussion in
class. The course will be structured around weekly 1 hour seminar sessions. The first half of the
session will be devoted to a discussion of the assigned readings and the ethical issues which they
raise. The second half of the session will be devoted to discussing and applying those issues to the
assigned case for the session.

COURSE REQUIREMENTS:

Attendance and participation in the classroom discussion is mandatory and will provide the basis for
credit. Grades are assigned on a “Satisfactory/Unsatisfactory” basis.

To receive credit for the course, each student will be expected to:
1) Lead at least one classroom discussion; and
2) Actively participate in all classroom discussions.

Attendance: Although students are expected to attend all classes, we understand that emergencies
can sometimes arise. Students who miss a class will be asked to write a short paper outlining a
controversy or discussing an issue relevant to the responsible conduct of scientific research. The topic
of the paper will be assigned by one of the course instructors. The length of the paper will increase
exponentially for each class missed, for the first missed class, students will write a 2-page paper;
for the second class, a 4-page paper; for the third class, an 8-page paper, etc. Students who fail to
read the assigned materials and who attend class unprepared to fully participate also will be required to
write a paper. Format of the paper: font size (11 points or larger), line spacing (1.5 lines), and margin (1
inch). hhttp:/Awww.albany.edu/health_center/medicalexcuse.shtml.

Absence due to religious observance: Instructors must explicitly refer to New York State Education
Law Section 224-A (https://www.nysenate.gov/legislation/laws/EDN/224-A) whereby campuses are
required to excuse, without penalty, individual students absent because of religious beliefs, and to
provide equivalent opportunities for make-up examinations, study, or work requirements missed
because of such absences. Faculty should work directly with students to accommodate absences.

PUBLIC HEALTH FOUNDATIONAL KNOWLEDGE DOMAINS AND COMPETENCIES:

‘TheCouncil on Education in Public Health (CEPH) requires accredited degree programs in public health to
address certain knowledge domains and competencies.” This course addresses the following Foundational
Knowledge Domains and Competencies for MS and Ph.D students. “Apply ethical principles to the design,
collection and dissemination of research data”.

Foundational BMS 670 Assessment Methods

Competencies

Apply ethical principle tothe | Reading, considering, and discussing the responsible conduct of
design, collection and scientific research. In-person attendance is required as is class
dissemination of research participation and leading one class discussion.

data

ONLINE TEXT: ORI Introduction to Responsible Conduct of Research
Nicholas H. Steneck, Revised 2007, https://ori.hhs.gov/sites/default/files/rcrintro.pdf

Additional readings will be assigned by the instructors. All students are expected to review the assigned
reading and cases prior to class. Students also are encouraged to independently research and review other
cases and papers related to the weekly discussion topics.

SOME RECOMMENDED ON-LINE RESOURSES:

American J ournal of Bioethics/

Bioethics Net: http://bioethics.net/

Belmont Report: http://ohsr.od.nih.gov/guidelines/belmont.html
J ournal of Medical Ethics Online: http://ime.bmijournals.com/

Natl. Bioethics Advisory Committee: http://georgetown.edu/research/nrcbl/nbac/
Office of Research Integrity: http://ori.dhhs.gov/

Diversity, Equity, and Inclusion Statement

At the University at Albany School of Public Health, we believe deeply that equity, respect, and
justice are central to our united path forward. The character of our School is to stand steadfast
in the face of injustice and act for the betterment of health outcomes. Racism and
discrimination have no place in our work.

3
to our mission to ensure that each member of our community has full opportunity to thrive.
We recognize that all of us must embrace the responsibility and accountability for upholding
these values, as they are central, not only to our mission, but also to individual growth,
education excellence and the advancement of knowledge.

The University at Albany is committed to a campus environment that supports diversity, equity
and inclusion and will provide support to individuals who report incidents of bias or hate. We
encourage any campus community member who experiences or witnesses a bias act or hate
crime to report this incident by using the Bias Incident Reporting Form. For more information,

visit https://www.albany.edu/diversity-and-inclusion.
SCHEDULE:
. Steneck
Class | Date Topics Readings Student Leader
Introduction to Course; Ethics
1 8/26 and Decision Making pp 1-17 Instructors
2 9/2 Research Misconduct pp 18-29
3 9/9 Data Management Practices pp 86-101
Mentoring and Trainee
4 9/16 Responsibilities pp 102-115
5 9/23 Collaborative Research pp 116-127
6 9/30 Authorship/P ublication pp 129-145
7 10/7 Peer Review pp 146-157
8 10/14 Conflicts of Interest pp 66-81
The Welfare of Laboratory
9 10/21 ‘Animals pp 50-65
Dual Use Research of Concern Assigned
10 | 10/28 (DURC) Readings
The Protection of Human
a | 1a Subjects pp 32--49
Assigned
12 11/11 Cross-Cultural Research Readings

Assigned

13 11/18 | Genetic Testing and Research Readings

14 12/2 | Guest Lecture/Open discussion TBD

Additional Readings

8/26 Introduction to Course; Ethics and Decision-making
e Steneck pp 1-17: Chapter 1 - Rules of the Road

9/2 Research Misconduct

e Fixing Fraud-The Scientist

NYSDOH APPM 633.4 - Scientific Integrity
ORI-Image Manipulation

Truth and Consequences

Lessons from researcher rehab

9/9 Data Management Practices

e Imanishi-Kari Case (Scientific American Profile)
e Data Management University of Pittsburgh

e To Replicate or Not To Replicate?

e Is there a reproducibility crisis? (Nature 2016)

9/16 Mentoring and Trainee Responsibilities

e Lelieveldt: What (Not) to Expect from Y our Supervisor
e Yaner_Graduate Student Mentoring

e Bob Bailey Case Study

e Harran/Sanji/UCLA case study

9/23 Collaborative Research

e When Scientists Don’t Share Is Secrecy a Necessary Evil?
e¢ ORI_Making Collaborations Work

e NIH_UBMTA_Master

e NIH_Simple letter for material transfer

9/30 Authorship / Publication and Plagiarism

e Charlie West Case Study

e Diane Archer Case Study

e Rethinking retractions

e Stem-cell cloner acknowledges errors in groundbreaking paper_2013

10/7 Peer Review

Global Trend More Science, More Fraud_2005
Marcus and Oransky Nature 2011

PubPeer lawsuit

Ghostwriting

eee

10/14 Conflicts of Interest
e COI Reading 1

e¢ COI Reading 2

e« COI Reading 3

e Jesse Gelsinger Case

e Vioxx Studies

¢ Competing Interest_PLoS

10/21 The Welfare of Laboratory Animals

e The ethics of research involving animals - short guide
e The Lifeboat Test-McCrone

e Jenny Ito Case Study

10/28 Dual Use Research of Concern (DURC)

e Factsheet: enhancing biosafety and biosecurity

e Dual Use Research The Ongoing Debate and New Regulations

e Risks and benefits of gain-of-function experiments with pathogens of pandemic potential
e COVID - DURC

11/4 The Protection of Human Subjects

e Belmont Report

e NIH VideoCast - Belmont Commemoration 25th Anniversary Tribute
e NASA Bioethicist

11/12 Cross-Cultural Research

The Standard of Care Debate

e Trovan and Meningitis case study

e Informed consent in developing case study
¢ Clinical Trials in Guatemala

11/18 Genetic Testing and Research

Privacy and protection in the genomic era

Myriad Genetics

Case Study-Stephen

HeLaNature

HeLaComment

Can a human gene be patented?

The Golden State Killer Is Tracked Through a Thicket of DNA, and Experts Shudder - The
New York Times copy

e Your DNA Profile is Private A Florida J udge J ust Said Otherwise

eoceeeee
SCHOOL AND UNIVERSITY RESOURCES AND POLICIES:

Policy on Academic Integrity as required by UA Ibany Senate to be included on all syllabi
as of 2013

http: //www.albany.edu/graduatebulletin/requirements_degree.htméstandards integrity, or
Undergraduate Bulletin http: //www.albany.edu/undergraduate_bulletin/regulations. html.

Every student has the responsibility to become familiar with the standards of academic integrity
at the University. Faculty members must specify in their syllabi information about academic
integrity, and may refer students to this policy for more information. Nonetheless, student
claims of ignorance, unintentional error, or personal or academic pressures cannot be excuses
for violation of academic integrity. Students are responsible for familiarizing themselves with
the standards and behaving accordingly, and UAlbany faculty are responsible for teaching,
modeling and upholding them. Anything less undermines the worth and value of our intellectual
work, and the reputation and credibility of the University at Albany degree.

(University’s Standards of Academic Integrity Policy, Fall 2013)

Accommodations

Disability Access and Inclusion Student Services at UAlbany strongly urges that the following
statement be included in the each course syllabus:

Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, leaming and psychiatric disabilities. If you believe you have a Gisability
requiring accommodation in this class, please notify the Director of Disability Access and
Inclusion Student Services (Campus Center 130, 518-442-5501, daiss@albany.edu). That office
will provide the course instructor with verification of your disability, and will recommend
appropriate accommodations.

Mental Health

The University at Albany recognizes the importance of our students’ mental health and
encourages faculty to include the following statement on each course syllabus in order to
provide resources and destigmatize mental health issues:

As a student there may be times when personal stressors interfere with your academic
performance and/or negatively impact your daily life. The University at Albany Counseling and.
Psychological Services (CAPS) provides free, confidential services including individual and
group psychological counseling and evaluation for emotional, social and academic concems.
Given the COVID pandemic, students may consult with CAPS staff remotely by telephone,
email or Zoom appointments regarding issues that impact them or someone they care about. For
questions or to make an appointment, call (518) 442-5800 or email consultation@albany.edu.
Visit www.albany.edu/caps/ for hours of operation and additional information.

If your life or someone else's life is in danger, please call 911. If you are in a crisis and need
help right away, please call the National Suicide Prevention Lifeline at 1-800-273-TALK
(8255).

Students dealing with heightened feelings of sadness or hopelessness, increased anxiety, or
thoughts of suicide may also text “GOT5” to 741741 (Crisis Text Line).
Title IX Reporting
UAlbany faculty members are required to report all known relevant details about a complaint of
sexual violence to the Office of Equity and Compliance. Below is language, vetted through the
General Counsel’ s office, that professors can include in their syllabi if they want to offer this
information to their students. Including this language is optional, not mandatory; however, if
professors do opt to include Title IX language in a syllabus, do not change the language
provided below. If interested in including a Title IX statement that at all differs from that
provided below, please contact the Title IX Coordinator for vetting prior to distribution.
“Title IX of the Education Amendments of 1972 is a federal civil rights law that prohibits
discrimination on the basis of sex in federally funded education programs and activities.
The SUNY -wide Sexual Violence Prevention and Response Policies prohibit offenses defined as
sexual harassment, sexual assault, intimate partner violence (dating or domestic violence), sexual
exploitation, and stalking. The SUNY -wide Sexual Violence Prevention and Response Policies
apply to the entire University at Albany community, including students, faculty, and staff of all
gender identities. The University at Albany provides a variety of resources for support and.
advocacy to assist individuals who have experienced sexual offenses.
Confidential support and guidance can be found through the Counseling Center (518-442-5800,
https://www.albany.edu/counseling_center/), the University Health Center (518-442-5454,
https://www.albany.edu/health center’), and the Interfaith Center (518-489-8573,
hittps://www.albany.edu/spirituality/onCampus.shtml). Individuals at these locations will not
report crimes to law enforcement or university officials without permission, except forin
extreme circumstances, such as a health and/or safety emergency. Additionally, the Advocates at
the University at Albany’ s Advocacy Center for Sexual Violence are available to assist students
without sharing information that could identify them (518-442-CARE,
hittps://www.albany.edu/advocacycenter).
Sexual offenses can be reported non-confidentially to the Title Ix Coordinator within The Office
for Equity and Compliance (518-442-3800, https://www.albany.edu/equity-compliance/,
Building 25, Room 117) and/or the University Police Department (518-442-3131,
http://police.albany.eduy).
Please note, faculty members are considered “responsible employees” at the University at
Albany, meaning that they are required to report all known relevant details about a
complaint of sexual violence to the University’s Title IX Coordinator, including names of
anyone involved or present, date, time, and location.
In case of an emergency, please call 911.”

University at Albany
Program Revision Proposal
Biomedical Sciences MS
Appendix 3

PARTNER INSTITUTION LETTER OF APPROVAL
NEWYORK | Department
OPPORTUNITY. of Health

KATHY HOCHUL JAMES V. McDONALD, M.D., M.P.H. JOHANNE E. MORNE, M.S.
Governor Commissioner Acting Executive Deputy Commissioner

November 15, 2023

Interim Dean Erin Bell
School of Public Health
University at Albany

George Education Center
One University Place
Rensselaer, NY 12144-3445

Dear Dr. Bell,

With this letter, | confirm the Department of Health’s approval of the changes to the
Master of Public Health and Biomedical Sciences Master of Science degrees as set forth in
Form 3A, Program Revision Proposal: Changes to an Existing Program.

Thank you for keeping me apprised of these curricular matters.

James V. McDonald, MD, MPH
Commissioner of Health

Empire State Plaza, Corning Tower, Albany, NY 12237 |health.ny.gov
Distance Education Format Proposal

For A Proposed or Registered Program

Form 4
Version 2016-10-18

When a new or existing program is designed for a distance education format, a campus

Chief Executive Officer or Chief Academic Officer should submit a signed cover letter and this completed form to the
SUNY Provost at program.review@suny.edu. According to MSCHE, the 50% standard includes only courses offered in
their entirety via distance education, not courses utilizing mixed delivery methods. Also, MSCHE requires that the first
two programs for which 50% or more is offered through distance education be submitted for Commission review and
prior approval of a substantive change.

e All campuses must complete the following sections: Sections | - 3, and Part B: Program Specific Issues.

e Part A must be completed if the proposing campus has not previously submitted this form with a completed Part A:
Institution-wide Issues, or has made significant changes to its institution-wide distance education operations since
last completing Part A. This applies even if the institution has programs registered to be delivered at a distance.

Section 1. General Information

Education Contact

a) Institution’s 6-digit SED Code: | 210500
Institutional 48.3 a
informatin Institution’s Name: | University at Albany
Address: | 1400 Washington Avenue, Albany, NY 12222
b) Program Title: | Biomedical Sciences
ay ue SED Program Code | 85296
'roposed Program
Award(s) (e.g., A.A., B.S.):| MS
Number of Required Credits: | Minimum [36 ] If tracks or options, largest minimum [ ]
HEGIS Code: | 0499

CIP 2010 Code: | 26.0102
c) Name and title: Colleen Davis, Assistant Dean
Distance

Telephone: (518) 437-5063 E-mail: cdavis@albany.edu

Chief Executive or
Chief Academic
Officer Approval

Signature affirms that the proposal has met all applicable campus administrative and shared
governance procedures for consultation, and the institution’s commitment to support the proposed
program. E-signatures are acceptable,

Name and title: Carol H. Kim, Provost and Senior Vice President for Academic am af ,
7
Signature and date: 1/25/2024 ht)

If the program will be registered jointly’ with one or more other institutions, provide the
following information for each institution:

Partner institution’s name and 6-digit SED Code:

Name, title, and signature of partner institution’s CEO (or append a signed letter indicating
approval of this proposal): New York State Department of Health 000041

| Section 2: Enrollment J

"If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.
Anticipated Headcount Enrollment Estimated
Year Full-time Part-time Total FTE
1 3 2. 4 4
2 4 3 5.5 55.
3 4 3 5.5 5.5
4
5

[Section 3: Program Information

a) Term length (in weeks) for the distance program: 15
b) Is this the same as term length for classroom program? [ ]No [X ] Yes
¢) How much "instructional time" is required per week per credit for a distance course in this program? (Do not

include time spent on activities that would be done outside "class time," such as research, writing assignments, or
chat rooms.) NOTE: See SUNY policy on credit/contact hours and SED guidance.

The online classes are designed to be equivalent in terms of instructional time and total material covered to the
face to face classes, which follow SED guidelines of 150 minutes/week for 15 weeks.

d) What proportion or percentage of the program will be offered in Distance Education format? Will students be
able to complete 100 percent of the program online? If not, what proportion will be able to be completed online?

A student would be able to complete 50% of the degree online. The campus-based version of the program is also
offered, so a student can also do a mix of in-person and online courses if that is preferable.

e) What is the maximum number of students who would be enrolled in an online course section?

At the graduate level there will be no more than 30 students enrolled in an online course section.

Part A: Institution-wide Issues: Submit Part A only for the first Distance Education program proposed by your
institution using this form. SUNY and the State Education Department will keep this in a master file so that your
institution will not need to resubmit it for each new proposed online program, unless there are significant changes,
such as a new platform.

[ Part A.1. Organizational Commitment

a) Describe your institution’s planning process for Distance Education, including how the need for distance access
was identified, the nature and size of the intended audiences, and the provisions for serving those audiences,
including how each student’s identity will be verified.

b) Describe your institution’s resources for distance learning programs and its student and technical support services
to ensure their effectiveness. What course management system does your institution use?

¢) Describe how the institution trains faculty and supports them in developing and teaching online courses, including

the pedagogical and communication strategies to function effectively. Describe the qualifications of those who
train and/or assist faculty, or are otherwise responsible for online education.

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d) If your institution uses courses or academic support services from another provider, describe the process used
(with faculty participation) to evaluate their quality, academic rigor, and suitability for the award of college credit
and a degree or certificate.

e) Does your institution have a clear policy on ownership of course materials developed for its distance education
courses? How is this policy shared with faculty and staff? NOTE: You may refer to SUNY’s statement on
copyright and faculty ownership of instructional content, and/or faculty contract provisions.

[ Part A.2. Learner Support

a) Describe how your institution provides distance students with clear information on:

=Program completion requirements

*The nature of the learning experience

"Any specific student background, knowledge, or technical skills needed
*Expectations of student participation and learning

*The nature of interactions among faculty and students in the courses.
*Any technical equipment or software required or recommended.

b) Describe how your institution provides distance learners with adequate academic and administrative support,
including academic advisement, technical support, library and information services, and other student support
services normally available on campus. Do program materials clearly define how students can access these
support services?

ce) Describe how administrative processes such as admissions and registration are made available to distance
students, and how program materials inform students how to access these services.

d) = What orientation opportunities and resources are available for students of distance learning?

Part B: Program-Specific Issues: Submit Part B for each new request to add Distance Education Format to a proposed
or registered program.

[Part B.1. Learning Design

a) How does your institution ensure that the same academic standards and requirements are applied to the program
on campus and through distance learning? If the curriculum in the Distance Education program differs from that
of the on-ground program, please identify the differences.

The curriculum for the Distance Education program is the same as the campus-based version. The courses
have the same template/syllabi, instructors, and requirements. Students may take participate either on
campus or via an online format.

b) Are the courses that make up the distance learning program offered in a sequence or configuration that allows
timely completion of requirements?

Courses will be offered on a regular basis, with each student assigned an academic advisor who works with
students to make sure courses they need are available, and advising which semester to take a particular
course. All courses are available at on a rotating basis (typically every year or every semester). The online
program can be complete in the same amount of time as the face-to-face program.

c) How do faculty and others ensure that the technological tools used in the program are appropriate for the content
and intended learning outcomes?

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The faculty use a LMS standard platform (currently Brightspace). This platform is updated regularly and
enables video, student discussion and collaboration, weblinks, and many other resources.

d) How does the program provide for appropriate and flexible interaction between faculty and students, and among
students?

Online as organized by the instructor. Faculty and programs are also supported in using a variety of
technologies and pedagogical approaches to support the effectiveness of their online courses and programs.

e) How do faculty teaching online courses verify that the student who registers in a distance education course or
program is the same student who participates in and completes the course or program and receives the academic
credit?

The University at Albany utilizes two layers of authorization and authentication for students who participate
in online learning. Students are required to establish an account and to log in to the University password
protected domain using the NETID protocol and must also log into the Learning Management System using
their university credentials. The LMS also uses tools (e.g., SafeAssign, TurnItIn) to monitor the completion of
certain tasks within the LMS environment.

[ Part B.2. Outcomes and Assessment

a) Distance learning programs are expected to produce the same learning outcomes as comparable classroom-based
programs. How are these learning outcomes identified — in terms of knowledge, skills, or credentials — in course
and program materials?

Each course has a syllabus with course goals, content focus, readings, and assignments. Program faculty
routinely discuss and revise the course syllabi student learning outcome, the same for both the campus and
online formats based on program assessments and evidence of student learning.

b) Describe how the means chosen for assessing student learning in this program are appropriate to the content,
learning design, technologies, and characteristics of the learners.

All the courses have assessments aligned to our student learning outcomes. The assessments are specific to
the course goals and may involve video anal, discussion, essay response, written reflection, response to
learning, analysis of teaching strategies, critique of available resources, publications etc. The assessments
require integration, application, and analysis of course content.

[ Part B.3. Program Evaluation

a) What process is in place to monitor and evaluate the effectiveness of this particular distance education program
on a regular basis?

Whether a course is face-to-face or online there are similar methods to evaluate program effectiveness: a yearly
review of student learning outcomes. The periodic assessment and length of assessment cycle is the same for the
currently registered program and the distance education program.

b) How will the evaluation results will be used for continuous program improvement?

In addition to the on-going, regular University at Albany assessment cycle, the program leadership (e.g.
concentration or program directors) are responsible for both soliciting and putting forward improvements to the
program on a continuous basis. Particular attention will be paid to reducing and eliminating gaps between the
delivery methods at the course level, as well as the program level. We also acknowledge unique aspects of
evaluating and improving online course offerings; this includes accessibility, learning management technology,
and navigation issues that are incorporated into evaluation and improvement. These areas are also addressed via
survey and feedback from students to provide program improvements by the program leadership.

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¢) How will the evaluation process assure that the program results in learning outcomes appropriate to the rigor
and breadth of the college degree or certificate awarded?

The program evaluation is the same for students taking online or campus-based courses. The courses meet
university requirements for rigor and breadth required of graduate coursework, including credits, format, and
assignments needed for a graduate degree. Program leadership takes advantage of extant advisory boards of
external professionals in the industry to assist in this process.

[Part B.4. Students Residing Outside New York State

SUNY programs must comply with all “authorization to operate" regulations that are in place in other U.S. states where
the institution has enrolled students or is otherwise active, based on each state’s definitions.

a) What processes are in place to monitor the U.S. state of residency of students enrolled in any distance education
course in this program while residing in their home state?

Distance learning students will be flagged in our integrated administrative system. This will allow regular
querying so that we can identify any out of state students who participate from their home state. The University is
a member of the National Council for State Authorization Reciprocity Agreement (NC-SARA). This is a voluntary
agreement among member states and U.S. territories that establishes comparable national standards for
interstate offering of postsecondary distance-education courses and programs. As a member institution, the
University is approved to offer distance education courses to students outside of New York.

b) Federal regulations require institutions delivering courses by distance education to provide students or prospective
students with contact information for filing complaints with the state approval or licensing entity in the student’s
state of residency and any other relevant state official or agency that would appropriately handle a student's
complaint. What is the URL on your institution’s website where contact information for filing complaints for
students in this program is posted? NOTE: Links to information for other states can be found at here.

https://www.albany.edu/online

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