May 4, 2016

PROPOSED PROGRAM FOR AN INTERDISCIPLINARY MAJOR IN BIOCHEMISTRY AND CHEMICAL BIOLOGY COLLEGE OF ARTS AND SCIENCE VANDERBILT UNIVERSITY Brandt F. Eichman, Departments of Biological Sciences and Biochemistry Brian O. Bachmann, Departments of Chemistry and Biochemistry Michelle Sulikowski, Department of Chemistry

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TABLE OF CONTENTS Rationale Educational Objectives Relationship to Other Vanderbilt Programs Catalog Description Staffing and Resources Learning Outcomes Assessment Plan Appendices A - Results of Student Survey B - Comparison of Biochemistry and Chemical Biology Programs at Other Universities C - List of Courses and Sample Schedule D - Tentative List of Participating Faculty E - Letters of Support from Peer Institutions CHECKLIST [x] One to two-page rationale for proposed new academic program or revision of an existing

academic program (major/minor). [x] Tallied and dated vote of faculty in the department or program [x] Entire current Catalog section, with insertions, additions, and deletions clearly marked. [x] Proposed new Catalog section, incorporating all changes. The changes shown in current

Catalog section must correspond precisely to the proposed new Catalog section. [x] For proposals for new majors/minors, detailed information about leadership, staffing,

resources, etc. [x] For proposals affecting other departments and programs, approvals from department chair(s)

and program director(s). [-] For proposals for new international and study abroad programs, appropriate approvals. [x] For proposals for new majors or revisions of existing majors, a new or revised assessment

plan

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RATIONALE We propose an integrated program in Biochemistry and Chemical Biology (BCB) aimed at providing an avenue for Vanderbilt undergraduates interested in the chemistry-biology interface. Currently, the College of Arts and Science offers outstanding classical Chemistry and Molecular and Cellular Biology majors that are appropriately focused in one discipline or the other. However, the fields of chemistry and biology have by and large become interdependent with respect to both their everyday application and high-impact scientific discovery. Over the past 50 years, a dramatic increase in our understanding of the chemical processes and molecules in living organisms (biochemistry) and the study and manipulation of biological systems using chemical principles (chemical biology) has led to a revolution in biomedical science and technology. These advances reflect an increasingly complex and sophisticated understanding of biological systems that requires incorporation of chemical, mathematical, and physical methods to investigate biological phenomena as well as chemical, mathematical, and physical principles to describe these phenomena. To help prepare students for careers in modern biomedical science, we therefore need to take an increasingly interdisciplinary approach in our courses and majors to help students be prepared to tackle these complex problems. This type of interdisciplinary training reflects the research expertise of the majority of Chemistry and Biological Sciences faculty, who are pioneering the application of chemical insights to solve biological problems and probing biological phenomena at an atomic level. This synergism at the chemistry-biology interface is critical to ensure the success of students in professional schools, within the biotechnology industry and academic biomedical research. Defining Biochemistry and Chemical Biology. Biochemistry is the study of the molecules, chemical reactions and pathways that take place in living systems. It is concerned with quantifying interactions and activities of biomolecules in their purest form, and has therefore been the cornerstone of modern medicine and drug development for decades. Chemical Biology has developed as a complementary scientific discipline that also spans the fields of chemistry, biology, and physics. Specialists within chemical biology use and develop chemical insight, techniques and tools to study and/or manipulate biological systems. For example, small molecules are used as tools to probe biological function, or the machinery of biological systems are used to generate new chemical compounds. Hence, chemical biology now encompasses synthetic biology (e.g., the engineering of organisms to make biofuels or pharmaceuticals), chemical genetics (the identification of small molecules to effect discrete protein function and serve as potential leads for disease treatment), bioanalytical chemistry (inventorying the molecular species in biological systems by developing new methods and instruments) and biomaterials (e.g. bio-nano, the development of new nanomaterials for drug delivery and biomedical engineering). Biochemistry and Chemical Biology are both distinguished from Molecular Biology, for which Vanderbilt already has a major, through their heavy emphasis on chemical principles and analytical and quantitative approaches. The differences between the disciplines of Chemical Biology and Biochemistry are primarily of emphasis. At the undergraduate level, the preparation for mastery of these disciplines relies on a shared set of fundamental concepts. As it has become clear that chemical and quantitative principles and knowledge are increasingly required to advance progress in biology and medicine, the fields are becoming less distinct and are merging into one pedagogical body.

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Importantly, synergism between chemistry and biology drives high-impact science. This is already evident through successful collaborations between scientists working in these fields across the College of Arts & Science, the School of Medicine, and the School of Engineering. Increase Vanderbilt visibility. We anticipate that an undergraduate major in biochemistry and chemical biology will be attractive to prospective students, faculty, and donors. This major would provide strong preparation for students planning research or healthcare careers in the biomedical sciences. A survey conducted by the MR5 Committee, charged by the American Association of Medical Colleges with revising the MCAT to meet the demands in a post genome era, identified biochemistry as the most important discipline for mastery of future medical school curricula1. As a consequence, fundamentals in biochemistry and chemical biology will now account for approximately 50% of the 2015 MCAT. We are already seeing a trend in incoming students to be more biochemistry savvy, indicating that the best students are already exposed to this curriculum reform. We therefore predict that an integrated BCB program will help attract the highest caliber students. In addition, faculty spanning the chemistry-biology interface are increasingly challenged with new opportunities that require creativity and non-linear thinking, and thus such a program will attract the brightest, most creative faculty to Vanderbilt. Outstanding research opportunities for undergraduates. The trans-institutional Vanderbilt Institute of Chemical Biology (VICB) and medical school Department of Biochemistry are prominent and highly successful groups important to Vanderbilt’s research enterprise, the success of which directly impacts undergraduate training. A critical component to the success of these enterprises is the outstanding faculty and research in Chemistry and Biological Sciences, with cutting edge, high-impact programs in bioanalytical chemistry, nanomaterials, synthesis, biochemistry and biophysics, and molecular and cellular biology. Consequently, Vanderbilt has one of the premier graduate programs in Chemical Biology in the world and several highly successful and well-funded graduate programs at the chemistry-biology-physics interface, including the Chemical Biology Interface Training Grant (T32 GM065086), Chemical and Physical Biology (CPB) program and the Training Program in Molecular Biophysics (NIH T32 GM008320). A BCB program would improve the undergraduate experience at Vanderbilt by leveraging existing strengths in these graduate programs, incorporating undergraduates into all levels of high-impact research. Several programs have developed to help expose undergraduates to these areas of research, including a chemical biology focused NSF Research Experience for Undergraduates (REU), the Beckman Scholars Program, the Chemical Biology Associate of Students (CBAS), and a yearly student symposium in chemical biology that provides a professional forum for undergraduate, graduate and post-doctoral trainees to present research results. However, despite these opportunities for undergraduate research, there has never been a curriculum designed for undergraduates specifically interested in training at the chemistry-biology interface. Such a curriculum would provide a more formal mechanism to allow all undergraduates to incorporate discovery-based research into their training by increasing their exposure to the wide range of biochemistry and chemical biology research laboratories. Currently, undergraduates interested in education in Chemical Biology and Biochemistry must be Chemistry or Biological

1 AAMC. Summary of the 2009 MR5 Science Content Survey of Medical School Institutions (2010)

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Sciences majors and the emphases of these majors is pedagogically distinct from our vision for an integrated, modern curriculum in BCB. Without this multidisciplinary training, prospective undergraduate researchers face a steep learning curve to entering many of the high-impact chemical biology and biochemistry focused labs at Vanderbilt. An interdisciplinary BCB program is in line with Vanderbilt’s strategic plan. The 2002 Strategic Plan challenged Vanderbilt to “make new investments in graduate and professional education – including increased funding, dual degrees, and curricula - that foster and support interdisciplinary efforts, recruiting the best students, and giving our graduates distinguishing training to compete in increasingly constrained job markets.” The 2014 Strategic Plan continued that initiative: “Investing in multi- and interdisciplinary programs to lead in solutions for problems facing society” and “Transforming education models through technology and research.” To quote Chancellor Zeppos from the Aug. 21, 2014 Fall Faculty Assembly, “… our strategic plan endorses the targeting of new trans-institutional programs—emerging areas of fundamental science where Vanderbilt can lead in research—as well as continued growth and funding for areas where we are already best in class.” In this vein, there is no better time to bridge the Chemistry and Biology programs between the University and the Medical School. One of the strengths of the proposed program reflects the emphasis from the strategic plan on cross-college teaching, in which we include courses that include instructors from both the College and School of Medicine. Analysis of programs at peer institutions. An emphasis in preparing students for contemporary interdisciplinary research is emerging at top ranked research universities. The Biochemistry and Chemical Biology major will modernize Vanderbilt’s course offerings to be out front of this wave. Sub-disciplines of BCB, including synthetic biology, nanomaterials, rational drug design, and small molecule synthesis, are rapidly developing and exciting new areas of basic and applied research that are revolutionizing society, and thus are of great interest to students selecting universities and fields of study. The same is true in the molecular biology curriculum, in which a true understanding of organismal physiology or development requires a thorough understanding of biochemical principles and the structures and mechanisms of individual molecules. Many of our peer institutions (Berkeley, Yale, Harvard) now have Chemical Biology and Biochemistry tailored curriculum and majors (see Appendix A). There is a need for an interdepartmental BCB major. Our decision to propose the forging of a non-department based major was based on several factors. (1) This structure will increase collaboration between departments and institutions within Vanderbilt in undergraduate education and research; (2) this structure will appeal to students who understand the importance of balancing breadth and depth in education; (3) from the perspectives of the Biological Sciences and Chemistry Departments, we feel this structure will increase the number of students interested in a chemistry-intensive chemical biology and molecular and cellular biology. A rising tide lifts all boats and sharing credit for the BCB majors will increase the number of majors for which Chemistry and Biological Sciences has fiduciary responsibility. In support of these factors, Appendix B describes the results of a survey of 140 undergraduates currently enrolled in either Organic Chemistry or Biochemistry, which demonstrates that these students are enthusiastic about an interdepartmental BCB major. Based on this poll, we expect approximately 50 BCB

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majors in total during the initial 2-3 years. A majority of the initial BCB majors will be those students currently majoring in either Chemistry or Molecular & Cellular Biology. However, we expect that a successful BCB program will also help recruit a different cadre of students interested in a joint program. (4) As outlined in RELATIONSHIP TO OTHER VANDERBILT PROGRAMS (pp. 12 and 13) the proposed BCB major offers a significantly different curriculum than the existing Molecular and Cell Biology or Chemistry majors.

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EDUCATIONAL OBJECTIVES BCB is comprised of two tracks—Biochemistry and Chemical Biology—to allow undergraduates a choice of emphasis and credentials. Each track is 32 credit hours and defines a flexible menu of requirements and additional electives that create a training program appropriate for preparation of undergraduates for careers in industrial and academic careers and/or professional programs (e.g. medical school, business, respectively). The core courses draw upon course offerings from the Chemistry and Biological Sciences Departments, integrating the elements of each that come together to define the molecular and biochemical fundamentals required for studying Biochemistry and Chemical Biology. The electives are chosen from a broader range of departments and programs in the College of Arts & Science and the School of Engineering, and our hope is that graduate courses in the Department of Biochemistry and other medical school departments will be available to BCB majors in the near future. In addition to the core requirements and electives, foundational Math and Science courses comprise 38 credit hours, and support the prerequisites for the BCB core courses. A two track model meets the needs of the interdepartmental BCB major. In negotiating the interdepartmental major, we opted for a two track model for the following reasons. (1) The fields of Biochemistry and Chemical Biology are viewed as very distinct from one another at the graduate level. These two tracks allow students to develop core expertise tailored to these disciplines and to identify with these fields on their graduate applications. (2) The Chemical Biology track will be eligible to be qualified as an American Chemical Society certifiable major, which was a requirement of the chemistry department faculty for accepting academic responsibility for this degree, and it will allow students to obtain an ACS certifiable major outside of the requirements of the traditional chemistry degree offered at Vanderbilt. The program has 3 specific objectives:

1. To provide students with a curriculum that meets the demands of a modern understanding of the use of chemistry to understand and solve biological problems. The most significant breakthroughs in modern medicine require a complex understanding of both fundamental chemistry and cellular biology that includes quantitative mathematical and physical approaches. Thus, the future of biomedical education requires us to transcend the conventional barriers between the pure sciences and to take an increasingly interdisciplinary approach in our courses and majors. This type of interdisciplinary training is critical to ensure the success of students in professional schools and within the biotechnology industry and academic biomedical research.

Although BCB core courses draw from Chemistry and Biological Sciences, the proposed BCB major is pedagogically distinct from these programs. Unlike the Chemistry major, Chemical Biology does not require Inorganic Chemistry, Physical Chemistry or Physical Chemistry Lab, but instead requires any two of Chemical Biology II, Biochemistry II, or Drug Design and Development. In addition, relative to Chemistry, the Chemical Biology major offers a significantly expanded list of major electives. Unlike the MCB major, the Biochemistry track requires Biophysical Chemistry: Thermodynamics, and core electives include a number of intermediate chemistry courses. All BCB majors are required to take Chemical Biology I (currently CHEM

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3710), and are encouraged to pursue independent research opportunities outside of the Chemistry and Biological Sciences Departments to take advantage of the full range of research opportunities across campus.

2. To prepare students for entry into the best graduate programs, medical schools, biotechnology industry, and entrepreneurial endeavors. The Biochemistry track is intended for students who seek to understand biology through organic and physical chemistry and quantitative molecular biology. The Biochemistry track will provide a solid foundation for first-year medical school curriculum and will prepare students for the new MCAT exam, which places greater emphasis on biochemistry than in the past. The quantitative nature of the biochemistry track will also benefit students interested in graduate programs and professions in all areas of molecular biology. The Chemical Biology track is for students interested in applying chemical principles to solving biological problems and manipulating biological systems. This track will prepare interested students for a career in research while also creating flexibility for professional specialization. It contains the required courses for medical school, but requires less chemistry training, and thereby increases options for crafting a degree that applies a chemical biology background to other disciplines such as business, policy, law, or education.

3. To promote active participation of undergraduates in biochemistry and chemical biology research. Vertical integration of undergraduates, graduate students, and postdoctoral associates in the classroom and the laboratory is critical to their training. Inclusion of undergraduates in laboratory research, which promotes discovery based learning and creative thinking, has been a strength of the chemistry and biology curricula. However, many chemistry major undergraduates are interested in performing biomedical research in chemical biology labs across campus, but the chemistry major does not permit students to count experience in labs outside of the chemistry department for credit hours towards the degree. Similarly, exposure of undergraduates to biochemistry laboratories is limited as a consequence of the small numbers of biochemistry faculty in the College that provide both research opportunities and classroom exposure to the subject matter. Furthermore, the demand for research by premed students has outpaced the limited number of faculty in the college. The BCB major will expand opportunities for undergraduates to develop research interests in biochemistry and chemical biology and apply the advanced study towards their degree. With the BCB framework, the full roster of 83 faculty in the VICB and the Department of Biochemistry would become potential undergraduate research mentors. Immediate and Future Goals The establishment of the BCB major provides a hybrid Chemical and Biological curriculum that will be of immediate interest to undergraduates interested in this interdisciplinary field. With nearly all required courses already on the books, the BCB program can be established with minimal effort to the benefit of Chemistry and Biological Sciences faculty, graduate students and prospective undergraduates. One important immediate goal to integrate existing curricula, and a cornerstone of the BCB program, is the creation an Advanced Integrated Laboratory experience that will provide an opportunity for longitudinal, semester-long undergraduate research projects that incorporate multiple disciplines. The long-term vision of the BCB program is to leverage it as a platform for the development of a

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series of trans-institutional initiatives: Evolution of the BCB major. One of the most important common threads between the tracks

is an integrated biochemistry and chemical biology laboratory experience that builds on the current Advanced Integrated laboratory (CHEM 4965). The future goal is to develop and enrich the integrated lab experience by inclusion of additional modules into this revised course, and to design and construct integrated laboratory space dedicated to training undergraduate students in multidisciplinary longitudinal research principles.

An accelerated program for students entering with AP credit or with prior experience with biochemistry or chemical biology to pursue a degree affording earlier and longer experiences in undergraduate research, or craft a more multidisciplinary major including course work in other colleges (e.g. Engineering, Business, or Education)

Facilitate cross-campus teaching with faculty in the School of Medicine and the School of Engineering

A 4+1 option for obtaining a Masters degree in Biochemistry or Chemical Biology New proposed courses and requirements

1) BCB 2101. Chemical Biology Focus. Roles of proteins, lipids, nucleic acids and carbohydrates in human disease; experimental techniques. Topics will vary. Prerequisites: CHEM 2221 and BSCI 1510. [1] (No AXLE credit).

2) BCB 3101. Special Topics in Chemical Biology. Current topics in chemical biology research. Bioethics, animal research, medical statistics, clinical trials. May be repeated for credit hours. Prerequisite: CHEM 3710. [1]. (No AXLE credit).

3) BCB 3201. Independent Research – Original student research under the supervision of faculty associated with the Biochemistry and Chemical Biology major. Design and execution of a scientific problem. Enrollment by arrangement before the end of the previous semester. Prerequisite: BSCI 1510 and CHEM 1020 or 1602, consent of Biochemistry and Chemical Biology Director of Undergraduate Studies, cumulative grade point average of B. May be repeated for credit more than once, but students may earn only up to 6 credits per semester of enrollment. [2–6] (No AXLE credit).

4) BSCI 3520. Biochemistry II. Gene expression, protein synthesis, protein-protein and protein-nucleic acid interactions and assemblies, biological membranes, trafficking, transport, and signaling. Emphasis on primary literature. Prerequisite: BSCI 2520. [3].

* This course will be available starting Spring 2019. For those student entering the program in the 2016-17 and 2017-18 academic years, BSCI 4265 (Nucleic Acids Transactions), which was previously titled Biochemistry II, will meet the requirements for the second-semester Biochemistry course.

Changes to existing courses

1) CHEM 3710. Fundamentals of Chemical Biology. Introduction to the principals of chemical biology, exploration of chemical principals and tools organized around information flow through the central dogma and into cell processes. Topics include, cofactors/biosynthesis,

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chemical information exchange, structure biology, and current methods/case studies. Prerequisite: 2212 or 2222. [3] (MNS)

* This course is currently entitled Bioorganic Chemistry but is being modified slightly to emphasize basic principals in the field and provide a full foundation for advanced studies.

2) CHEM 3711. Advanced Chemical Biology. Description. Prerequisite: 3710. Case studies. Secondary metabolism from a genetic, biochemical, and structural perspective. The use of chemical tools to understand effects of small molecules on biological systems to reveal new knowledge about the biology.

* This course is currently CPBP 8320 (Foundations in Chemical Biology), which will be moved into the Chemistry Department, dual listed for undergraduate and graduate students with corresponding course numbers, and will remain an advanced topic-centered case learning course.

3) CHEM 4965. Advanced Integrated Laboratory. Multidisciplinary laboratory projects. Experimental design, synthetic techniques, chemical and biomolecular analysis and separation, spectroscopy, and computational methods. Offered on a graded basis only. Limited to senior majors. Prerequisite: 2100, 2100L. [3] (No AXLE credit)

CHEM 4966. Advanced Integrated Laboratory. Continuation of 4965. Offered on a graded basis only. Limited to senior majors. Prerequisite: 4965. [3] (No AXLE credit)

* This course is being revised to incorporate biochemistry methodology, including chromatographic separation and protein chemistry. In the first semester (CHEM 4965), undergraduates are trained in a suite of basic methods to provide an in depth experience in the synthesis of molecules, measurement of chemical properties, structures, and phenomena; hands on experience with modern instrumentation; and computational data analysis. In the second semester (CHEM 4966), students choose from a menu of integrated research projects incorporating chemical tools and concepts related to biochemistry, chemical biology, and materials science. Students design, plan, and implement their multidisciplinary research projects.

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RELATIONSHIP TO OTHER VANDERBILT PROGRAMS 1. Undergraduate courses in Chemistry, Biochemistry and Chemical Biology. All required BCB courses are currently offered or are in development in the Chemistry and Biological Sciences departments. Of the core requirements, BSCI 2520 (Biochemistry I) is an increasingly popular course. Taught as a single-semester course in the Department of Biological Sciences, BSCI 2520 is required of Molecular and Cellular Biology and Chemistry majors, encouraged for other majors (e.g., Medicine, Health, and Society; Biomedical Engineering), and is an important prerequisite for pre-med and pre-professional students. It is offered in two sections to over 300 students per year, and that number has steadily increased over the last 5 years as students become aware of the increasing need for biological chemistry training for medical and graduate school preparation. Also required is CHEM 3710 (Chemical Biology I, currently called Bioorganic Chemistry), and CHEM 4965 (Advanced Integrated Laboratory). The first-semester laboratory (4965) focuses on techniques used at the chemistry-biology interface, while a second-semester lab course (4966) focuses on multidisciplinary projects. These laboratory courses will be revised, in collaboration with the Chemistry Department, to include additional modules specific to both Biochemistry and Chemical Biology methodology, and will serve as an important laboratory component to complement the fundamental Biochemistry and Chemical Biology lecture courses. We envision that joining the integrated capstone laboratory with modules designed and housed by faculty and space in Biological Sciences will greatly enable the stated mission of this laboratory. Finally, a second semester Biochemistry course is currently being developed by Biological Sciences department, which will fill a critical gap in the Biochemistry Track curriculum. Currently, BSCI 4265 (Nucleic Acid Transactions) serves as the second semester Biochemistry course, but will be repurposed as a special topics biology course. The curriculum for the proposed BCB major cannot be contained within the requirements or electives of any of one the existing Molecular and Cell Biology or Chemistry majors. Although there is overlap in courses between BCB, MCB, and Chemistry majors, there are distinct differences. MCB focuses on biology, including cell biology, genetics, and general biology electives, whereas the emphasis in BCB is on chemistry and is more quantitative through inclusion of chemical biology, biophysical chemistry, advanced biochemistry, and electives from chemistry, biology, and other departments. Similarly, BCB offers more biology than is currently available through the Chemistry major.

Comparison of Didactic Core Requirements

Molecular Cell Biology Biochemistry & Chemical Biology Chemistry

General and Organic Chemistry General and Organic Chemistry General and Organic Chemistry

General Cell Biology General Cell Biology Inorganic Chemistry

General Biochemistry Biophysical Chemistry Physical Chemistry

Genetics General and Advanced Biochemistry Analytical Chemistry

Specializing Electives Chemical Biology General Biochemistry

Specializing Electives Specializing Electives

Required courses in MCB, Chemistry, and BCB majors are shown in blue, red, and green, respectively.

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2. Graduate Programs in Quantitative Chemical and Physical Biology. Students interested in the chemistry-biology interface may pursue graduate research and coursework through the Quantitative and Chemical Biology (formerly Chemical and Physical Biology) program, or by selecting appropriate faculty mentors and entering graduate programs through Chemistry, Biological Sciences or the Interdisciplinary Graduate Program (IGP). Typically, mentors working in the areas of Biochemistry or Chemical Biology are affiliated with the VICB and hold appointments in at least one of 18 departments across the College of Arts & Science and the School of Medicine. For students interested in advanced study in Chemical Biology, Chemical Biology II (currently called Fundamentals in Chemical Biology, CPBP 8320, formerly instructed by Larry Marnett and Brian Bachmann) provides a survey of current areas of research in Chemical Biology from natural product biosynthesis to small molecule probe discovery and target identification. As the primary clientele for this course are chemical biology graduate students, we propose moving this course to Chemistry as a 4000-level course (upper-level advanced undergraduate). 3. Department of Biochemistry. The Department of Biochemistry in the School of Medicine is strong in terms of NIH funding and caliber of primary and secondary faculty, which includes Professors Eichman and Bachmann. Our goal is to provide undergraduates with a broader selection of advanced topic courses through greater involvement of Biochemistry faculty in undergraduate teaching, and to increase the availability of laboratory research options to undergraduates. Currently, the courses offered by the Biochemistry Department are at the graduate level and primarily serve graduate students of that department. Our hope is that at least some of these courses become available to senior undergraduates as electives, and conversely, that faculty members in the Department of Biochemistry (and other VUMC departments) contribute to the undergraduate teaching mission. Indeed, faculty from Biochemistry, Cell and Developmental Biology, and Molecular Physiology and Biophysics have participated in several of Professor Eichman’s advanced biochemistry lecture courses, including BSCI 4274 (Proteins) and BSCI 4265 (Nucleic Acid Transactions). The primary involvement of Biological Sciences undergraduates in the Department of Biochemistry is through directed and independent research in the laboratories of primary and secondary faculty for course credit hours (e.g., BSCI 3861, 3961, 4999). Although there is currently a mechanism in place to allow Biological Sciences undergraduates access to laboratory research outside of the department, the BCB program should facilitate this interaction by increased exposure of research laboratories available to undergraduates. 4. Comparison to other science majors in terms of total number of credit hours, pre-requisites and electives. The BCB program requires 32 credit hours outside of pre-requisites. This is compared with 32 credit hours required for Chemistry, 31 for the Neuroscience major, and 30 for Biological Sciences. In addition to the 32 credit hours of required courses for the BCB major, the proposed BCB curriculum also requires that students complete 38 credit hours of pre-requisites (mathematics, physics, general chemistry, and general biology). This structure is necessary to accommodate the intermediate course requirements typical of modern natural science curricula and for all highly interdisciplinary majors, including Vanderbilt’s Neuroscience

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major. For this reason, Neuroscience was used as a template for the BCB curriculum. Neuroscience requires 30 credit hours of prerequisites, and thus there is precedent at Vanderbilt for the seemingly large number of pre-requisites. Given that Neuroscience is one of the more popular natural science majors at Vanderbilt, there is no reason why BCB students would be unable to complete 70 total credit hours in addition to the AXLE requirements. Appendix C (Sample course schedules) illustrates how this is feasible, and how the pre-requisites work in lock step with intermediate courses and integrated laboratory and research requirements of the BCB major.

To stay within the 32-creidit hour guidelines for Vanderbilt majors, the pre-requisites must be separate from the major. Without these pre-requisites, it would be impossible for students to delve deeply into upper level courses in an interdisciplinary environment. BCB majors, or NSC majors for that matter, would never be able to take upper division classes in biology and chemistry if all of the pre-requisites were counted toward the major. There is also a need in the basic sciences such as chemistry, biological sciences and earth & environmental sciences to have many pre-requisites that do not count toward the major. Even in the basic core sciences there is a need to understand the fundamental premises of chemistry, biology, physics and calculus in order to be proficient in a core science area. Thus, the nature of contemporary science is complex and requires significant background to engage in cutting edge concepts.

Order of requisite and pre-requisite classes. Consistent with the sequence for all Neuroscience, Chemistry, and Biological Sciences (including MCB) majors and pre-med students, BCB students will be expected to take general chemistry (CHEM 1601/1602) in the first year, organic chemistry (CHEM 2221/2222) in the second year, and biochemistry (BSCI 2520) in the third year. Similarly, Physics requires prior or concurrent enrollment or AP credit in MATH 1200/1201 or its equivalent. BSCI 1510 / 1511 (Introduction to Biological Sciences) requires prior or concurrent enrollment or AP credit for CHEM 1601/1602. The typical order that students take these core courses is as follows: (1) First Year: MATH 1200/ 1201 (Calculus) and CHEM 1601/1602 (general chemistry plus lab), (2) Second Year: CHEM 2221/2222 (organic chemistry plus lab) and BSCI 1510 / 1511 (Introduction to Biological Sciences plus Lab), and (3) Third Year: PHYS 1501/1502 (physics plus lab) and BSCI 2520 (Biochemistry). Beginning in the second semester of the second year many students begin to take pre-requisite courses and major courses concurrently. The majority of third-year students complete the last pre-requisite course while taking two or more major courses. In the fourth year, most students take major courses and not pre-requisites. A sample course schedule is provided in Appendix C.

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CATALOG DESCRIPTION BIOCHEMISTRY & CHEMICAL BIOLOGY

The study of chemical processes within living systems is an interdisciplinary enterprise that spans the fields of chemistry, molecular and cellular biology, biophysics, and engineering. Chemical biology and biochemistry use chemical insight, techniques and tools to study or manipulate biological systems. They are the cornerstones of medical technology and therapeutics. To provide students with training in modern principles at a chemistry-biology interface, Vanderbilt’s interdisciplinary major in Biochemistry & Chemical Biology incorporates expertise from multiple departments in the University. Students receive a broad background in the natural sciences (chemistry, biology, physics) and mathematics, followed by fundamental core training in principles of biochemistry and chemical biology that involves both theoretical and laboratory coursework. Students then pursue an area of emphasis in either Biochemistry or Chemical Biology through upper level elective courses. Students participate in independent research in laboratories of biochemistry and chemical biology faculty. Additional research experience is available in the Honors Program.

Program of Concentration

The Biochemistry and Chemical Biology major tracks share fundamental core elements, but have a distinct set of foundational courses, track-specific electives, and laboratory requirements. All students are required to complete a set of basic science and mathematics courses. The major consists of 32 credit hours beyond these basic science and mathematics courses. All students complete 12 credit hours of core courses, 14 credit hours of either Biochemistry or Chemical Biology track, and 6 credit hours of general electives. For suggested paths of completion, see [website].

Required Math and Science Courses for Both Tracks (38 credit hours)

Biological Sciences – BSCI 1510, 1511, 1510L, and either 1511L or 1512L Chemistry – CHEM 2221 or 2211; CHEM 2222 or 2212; and CHEM 2221L and 2222L Mathematics – MATH 1200 or 1300 and MATH 1201 or 1301 Physics – PHYS 1501 or 1601; PHYS 1502 or 1602; PHYS 1501L or 1601L; and PHYS

1502L or 1602L Note: These credit hours do not count toward the major. AP credit may satisfy some of these

requirements.

Fundamental Core Courses for all Tracks (12 credit hours) BSCI 2520; CHEM 3710; CHEM 3310; CHEM 4965

Tracks (14 credit hours)

Biochemistry Track Biochemistry Foundations (3 credit hours) – BSCI 4265 Biochemistry Electives (9 credit hours) – BCB 4320, BSCI 2201, BSCI 2210, CHEM 2100,

CHEM 4720, Laboratory (2 credit hours) – BCB 3201

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Chemical Biology Track Chemical Biology Foundations (5 credit hours) – CHEM 2100 and 2100L; BCB 2101 Chemical Biology Electives (6 credit hours) – BCB 4320, BSCI 4265, CHEM 4720 Chemical Biology Laboratory (3 credit hours) – BCB 3201, CHEM 4966

General Electives (6 credit hours)

Electives may be chosen from any of the following: BCB 3101, 4320; BME 2200, 3000, 4400, 4410, 4500; BSCI 2201, 2210, 3230, 3234, 3243, 3245, 3247, 3252, 3256, 3270, 4265, 4266, 4274; CHEM 2100, 3020, 3220, 3300, 3310, 4230, 4720, 4966; CS 1101, 1103, 2204; NSC 2201, 3260, 3269, 3274, 3891, 4961

Courses taken to fulfill Track requirements are not eligible for elective credit. Honors Program Students in either Biochemistry or Chemical Biology track may apply to the Honors Program if they hold a minimum cumulative GPA of 3.3 and a GPA of at least 3.4 in courses that count toward the major at the start of their junior year. The purpose of the Honors Program is to provide students with an intensive independent research experience in a host laboratory. In addition to meeting the requirements of the BCB major, Honors candidates must complete two semesters (three credit hours each semester) of Independent Research (BCB 3201). Upon entering the program at the start of the junior year, candidates assemble a committee of the major research adviser and two additional faculty members appropriate to the area of research. As part of the research coursework, the candidate will write an honors thesis. At the end of the graduating semester, Honors candidates must submit a written thesis and give an oral defense of their research.

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STAFFING AND RESOURCES Program Administration

1. Direction.

a. Program Committee. The BCB program will be directed by a Committee on Biochemistry and Chemical Biology. The Committee will be responsible for evaluating the quality of the program and making revisions as needed to maintain high standards. Department Chairs of Chemistry and Biological Sciences will be de facto members and written approval will be required for all course changes impacting respective departments. The Committee should be based in the College of Arts and Science with a faculty representative from Departments of Biological Sciences, Chemistry, and Physics. Additionally, a representative from SOM will be included from the Departments of Biochemistry, Cell & Developmental Biology, or Molecular Physiology & Biophysics. Representatives from the Quantitative and Chemical Biology and Interdisciplinary graduate programs should also be included on the committee. One member of the Committee will act as the Director of Undergraduate Studies, and another will act as Director of Honors and Independent Study for the program, and will oversee the BCB 3201 (Independent Research) course and the Honors Program in BCB.

b. Program Director. The Chair of the Committee will serve as the Director of the Program and will be responsible for overseeing the program with input from the Committee. The Director will be a tenured faculty member in Chemistry or Biological Sciences, will function as the spokesperson for the Program, and will provide scientific oversight into the program structure and curriculum with input from the advisory committee. The Program Director will serve as the liaison between the BCB program and other programs/majors by interfacing with department chairs and center directors. Because the BCB program will mostly likely rely on resources distributed through the Departments of Biological Sciences and Chemistry, the BCB Director will work closely with Chemistry and BioSci chairs to ensure that resources specifically for supporting BCB provided by the college to Chemistry and BioSci are distributed to the BCB program appropriately. The Director should receive 1/9 salary effort. Brian Bachmann and Brandt Eichman will serve initially as co-Program Directors.

c. Director of Undergraduate Studies. The DUS will be the liaison between the program and the students by overseeing student advising and enrollment, as well as advising BCB majors and resolving student curricular issues. This person will ideally be a senior instructor, and should receive 50% salary support for their role as DUS. Michelle Sulikowski will serve as the DUS.

2. Participating faculty. The program will include select faculty from the VICB, departments in the College of Arts & Science (Chemistry, Biological Sciences, and Physics), the School of Medicine (Biochemistry, Cell & Developmental Biology, and Molecular Physiology & Biophysics), and the School of Engineering. A listing of primary faculty is included in Appendix D.

3. Fiduciary responsibility for majors will be shared by Chemistry and Biological Sciences. To recognize the increased effort and to encourage commitment to the BCB major, we propose that the Departments of Chemistry and Biological Sciences, the primary contributing departments, be recognized equally by the administration in terms of ownership of BCB majors. We note that the structure of the BCB program has been agreed upon and fully embraced by the two Departments

17

and reflects the interdisciplinary vision of the new strategic plan. Resources

1. Staff: The Director should receive 1/9 academic year salary support. We also request resources for the DUS who will assist the director in all aspects of the program, including record keeping and SACS accreditation metrics, course changes, student tracking, keeping track of advisors, undergraduate research, honors program, publicity, and event organization.

2. Space. We request that an office be assigned to the BCB program. This space would house the staff and records for the program and serve as a hub for student and faculty contact with the program. Dedicated lab space is needed for the Advanced Integrated Laboratory in both Chemistry and Biological Sciences (see below). The future plan with a successful BCB program is to build dedicated laboratory space for more integrated lab experiences.

3. Instructional Resources: The courses in the proposed program are currently being taught or under development or revision by faculty in the various participating departments. Support is requested for the Advanced Integrated Laboratory (CHEM 4965) course. This course is currently taught in Chemistry, but will be revised to accommodate the Biochemistry track and to centralize the laboratory to avoid the use of federally funded equipment and laboratory supplies from individual faculty members. This will require 1) a modest budget to purchase instrumentation and annual laboratory supplies, 2) annual salary support for a full-time instructor, 3) annual teaching assistant support, and 4) dedicated laboratory space in both Chemistry and Biological Sciences.

The chemistry department has agreed to provide $200K from its approved 2015-16 budget to upgrade the existing analytical laboratory and provide the bolus of new equipment to add chemical biology experiments to the capstone laboratory, which will be the initial investment in establishing the BCB laboratory. We envision the need for an additional $200K in equipment costs in year 3 to expand the laboratory, contingent upon the success of the program and the number of majors.

Requested Budget

Annual Costs Y1 Y2 Y3 Y4

BCB Director (tenured faculty), 1/9 salary $18,200 $18,200 $18,200 $18,200

Director of Undergraduate Studies (Senior lecturer, 50% effort)

$0 $46,600 $48,000 $49,500

Full-time instructor for BCB lab (50% effort yr 1; 100% effort subsequent yrs)

$31,300 $64,600 $66,500 $68,500

Teaching assistants - 1 Chemistry, 1 BioSci (1 in yr 1; 2 in subsequent yrs)

$32,100 $65,800 $67,500 $69,200

BCB laboratory supplies (Amounts scale with addition of 5 students/yr)

$15,000 $20,000 $25,000 $30,000

Total Annual Costs $96,600 $215,200 $225,200 $235,400

All salaries include fringe benefits. Consumable laboratory supplies are requested as an additional $15,000 to annual Biological Sciences and Chemistry operating budgets earmarked in a separate line item for BCB instructional supplies. Similarly, the teaching assistants will be distributed equally between BioSci and Chemistry.

LEARNINGOUTCOMESASSESSMENTPLANVanderbiltUniversityLearningOutcomesAssessmentPlanFor:(Degree/Major)BABiochemistryandChemicalBiologyDepartmentalContact:MichelleSulikowskiPhone:343‐4106EmailAddress:michelle.m.sulikowski@vanderbilt.eduDateSubmitted:MissionStatement:Themissionofthemajoristodevelopstudent’sunderstandingofthecoredisciplinesofchemistryandbiologyastheyapplytothefieldofbiochemistryandchemicalbiology.Studentsareexpectedtousechemicalconceptstosolvebiologicalproblemsandthinkanalyticallyaboutresearchproblems,andcommunicatecoreconceptsofbiochemistryandchemicalbiologytolayandscientificaudiences.Studentsleavingtheprogramwillbepreparedforacademicandcorporatecareers.

LearningOutcomes(addlinesasneeded) AssessmentMethodsandProcedures

OrderinRotation

YearsPerformed

1.Studentswilldemonstrateproficiencyinthefundamentalprinciplesandapplicationsoftwomajorchemistrysub‐disciplines.

OrganicChemistryandBiophysicalChemistryorAnalyticalChemistrywillbeevaluatedusingacomprehensivefinalexamadministeredinCHEM4965duringthe4thyearofstudy..Learningoutcomeshavebeenreachedif90%ofthestudentshavescoredan85%oraboveonthecomprehensiveexam.

1

AnnualBeginning2018

2.Studentswilldemonstrateproficiencyinthefundamentalprinciplesandapplicationsofbiochemistryandchemicalbiology.

BiochemistryorChemicalBiologywillbeevaluatedusingacomprehensivefinalexamadministeredinCHEM4965duringthe4thyearofstudy..Learningoutcomeshavebeenreachedif90%ofthestudentshavescoredan85%oraboveonthecomprehensiveexam.

1

AnnualBeginning2018

3.Studentseffectivelycommunicatescientificresults(fromexperimentationortheliterature)inoralandwrittenformsusingthelanguage,conceptsandmodelsofbiochemistry/chemicalbiology.

Usingtherubricsfororalpresentationsandposterpresentations,afacultycommitteewillevaluatestudentoralandwrittenresearchpresentations.AsurveyoforalpresentationsandposterpresentationsfromtheAdvancedIntegratedLab(Chem4965)ortheHonorsThesiswillbeevaluatedwiththeserubrics.Learningoutcomeshavebeenreachedif80%ofthestudentsreceivea2.5/3.0ontherubric.

2

OddyearsBeginning2019

4.Studentswilldemonstratecompetenceidentifyingandevaluatingresearchproblemsinbiochemistryandchemicalbiology.

AllstudentsinAdvancedIntegratedLab(Chem4965)willbeabletoidentifyaresearchproblem,developastrategytoassesstheproblem,evaluatethedataandmakesuggestionsforfutureresearch.LabreportsfromChem4965willbeevaluatedusingthewrittenreportrubric.Learningoutcomeshavebeenreachedif80%ofthestudentsreceivea2.5/3.0ontherubric.

3 EvenyearsBeginning2020.

IfthemajorisapprovedforFall2016,itwilltaketwoyearsforstudentstoreachthepointwhereassessmentbegins.

AssessmentInstrumentforStudentlearningOutcomesforQ1andQ2.Therearenostandardizedexaminationsforthisinterdisciplinarymajor.TheCommitteewillgenerateaninternalcomprehensiveexamcoveringthelearningobjectivesforthefourcorecoursesbelow.TheCommitteewillbecomprisedofthe4courseinstructors,theProgramDirectorandtheDirectorofUndergraduateStudiesforthemajor.TheexamwillbeadministeredinthesenioryearwhilestudentsaretakingtheCHEM4965(AdvancedIntegratedLaboratory),StudentLearningOutcomesforOrganicChemistry1.Studentswillgainabroadspectrumoffactualchemicalknowledgeconcerningchemicalnomenclature,reactivity,andphysicalproperties.2.Studentswillbeabletoapplykeytheoreticalconceptstointerpretandexplainchemicalreactivity,includingtheconnectionbetweenstructureandfunction/reactivity.3.Studentsdemonstrateproficiencyintheuseofmechanisticconceptstoexplainandpredictchemicalreactivity.4.Studentsdemonstratetheabilitytoapplyandinterpretstereochemicalprinciples.5.Beabletosolveproblemsemployingspectroscopicmethodsincludingmassspectrometry,infraredandNMRspectroscopy6.Studentsdemonstrateabroadfactualknowledgeoffunctionalgroupinterconversionandbeabletorecognizeandapplytheirchemicalunderstandingtothesemoietiesincomplexmolecularscaffolds.7.Studentsdemonstratetheabilitytosynthesizenewchemicalentitiesusingtheirknowledgeofchemicalreactions.8.Understandthebasicchemicalandstructuralfeaturesofbiomolecules,includinglipids,carbohydrates,aminoacidsandproteins,andnucleicacids.StudentLearningOutcomesforBiochemistry1.Understandhowphysicalcharacteristicsdefinechemicalbehaviorandmolecularstructure.

2.Gainaquantitativeunderstandingofmacromolecularinteractionsandstabilities/thermodynamics.3.Understandhowcarbohydrates,lipids,aminoacids,andnucleotidesareusedforsynthesisofmacromoleculesandcellularstructures4.Comprehensiveunderstandingofenzymology—proteinstructure,dynamics,catalysis,andregulation.5.Understandhowscientificmethodsgiverisetomodelsandhowmodelsaredependentonassumptions.6.Understandhowstructuresofmetabolitesarerelatedtooneanotherthroughchemicalreactionsinmetabolicpathways,howthesereactionsandpathwaysdriveenergyproductionandconsumption7.Understandhowinteractionsofexternalfactorswithbiochemicalpathwaysandinter‐pathwaycross‐talkimpactcellregulation.StudentLearningOutcomesforBiophysicalChemistry1.Studentswillreceivebroadtraininginbiomolecularstructure,structuredeterminationbyX‐raycrystallography2.Studentswillbetrainedbroadlyinthefundamentalconceptsofclassicalthermodynamicsanditsapplicationtokeyprocessessuchasproteinfolding,proteininteractionwithotherbiomolecules3.Studentswillreceivebroadtrainingincalorimetricmethodscriticalinbiologicalandchemicalresearch4.Studentswillreviewconceptsofkineticsasneededtounderstandstop‐flowexperimentsinbiologicalresearch5.Studentswillbetrainedbroadlyinthefundamentalconceptsofstatisticalthermodynamics6.StudentswillreviewconceptsofquantumchemistryasneededtoreceivetraininginbiochemicalspectroscopyincludingNMR,UV/VIS,CD,etc.StudentLearningOutcomesforAnalyticalChemistry1.Studentswilldemonstrateproficiencyinexperimentaldesignusingapplicablemodelsofthescientificmethodandcontemporarymethodologies.

2.Studentswilldemonstrateproficiencyintheevaluationofexperimentaldatawithappropriatestatisticalmethods.3.Studentswilldemonstrateproficiencyinthequantitativeanalysisofchemicalspecies.4.Studentswilldemonstrateproficiencyintheidentificationandstandardizationofappropriateinstrumentationtosolveproblemsinchemistry.5.Studentswillidentifyandapplykeytheoreticalconceptstoanalyzedataobtainedfromspectroscopic,chromatographic,andelectrophoreticmethods.

LearningOutcome3BCBOralCommunicationEvaluationRubric.Student'sName____________________________Date___________________Venue_____________________Evaluator___________________Eachofthefollowingshouldberatedasbeingatanexemplary,E,accomplished,A,ordeveloping,D.Thenextpagedescribestheseratings.CommunicationSkillAssessmentA.Presence‐(voice,pace,eyecontact,confidence,bodylanguage) ______B.Useofsupplementarymaterial‐(chalkboards,handouts,overheads) ______C.Clarityoftalk‐(outline,organization,conclusion,appropriateforaudience) ______D.Responsetoquestions ‐______GeneralComments:SpecificRecommendationsforCommunicationSkillImprovement:TechnicalAssessmentA.Understandingofmaterial ______B.Explanationofmaterial(appropriateforlevelofaudience,educational) ______C.Substance‐(technicallycorrect) ______D.Responsetoquestions ______GeneralComments:SpecificRecommendationsforImprovingTechnicalContent:OverallRatingofPresentationExemplary(3)_____Accomplished(2)_____Developing(1)_____

BCBCommunicationEvaluationForm.CommunicationSkillAssessmentExemplary‐(3)Theoralcommunicationskillsofthestudentarenearlyperfect.Thepresentationwaswell‐rehearsedwithanexceptionallyclearthesisandoutline.Appropriateusehasbeenmadeofsupplementarymaterial‐writingonthechalkboardoroverheadsislegible,handoutsaddsignificantlytothepresentation.Voiceprojectionandthepaceofthepresentationarefine.Technically,thestudentshastakenthematerialbeyondamereliteraturerevieworresearchsummarybyaddingadditionalinterpretationormakingcomparisonsnotpresentintheoriginalliterature.Accomplished–(2)Theoralskillsofthestudentareatanacceptablelevel.Appropriateusehasbeenmadeofsupplementarymaterial‐writingonthechalkboardoroverheadsislegible,handoutsaddsignificantlytothepresentation.Voiceprojectionandthepaceofthepresentationarefine.Theonlyminorerrorsthatarepresentcouldbeimprovedthroughadditionalpractice.NOtechnicalerrorsarepresent.Thestudenthaspresentedthereviewedmaterialconcisely,accurately,andatanappropriatelevelfortheaudience.Developing–(1)Keyfeaturesoforalcommunicationareevident,butcapableofadditionaldevelopment.Nomorethanonemajorflawiscontainedinthepresentationsuchaslackofvoiceprojection,pooroverheadusage,inappropriatebodylanguage,poorqualityofsupplementarymaterial.Thethesisandoutlineofthetalkareobvious.Technicallythepresentationcontainsfewflaws,however,thematerialisstillnotquiteunderstandableattheleveloftheaudience.Understandingcouldbeimprovedthroughtheuseofmoreappropriatesupplementarymaterial,simplificationofdiagramsandfigures,orbyspendingmoretimeexplainingeachfigure.Itisapparentthatthestudenthassomeunderstandingofthematerial.LearningOutcome3BCBMajorRubricforPosterPresentation

1Developing

2Accomplished

3Exemplary

HypothesisGoals&Background

Aquestionablehypothesiswaspresentedandwasnotwellsupportedorthegoaloftheprojectwasnotclear.

Alogicalhypothesisorgoalwaspresented.•Backgroundinformationwasrelevant,butconnectionswerenotclear.•Goalofprojectoralogicalhypothesiswas

Backgroundinformationwasrelevantandsummarizedwell.Connectionstopreviousliteratureandbroaderissueswereclear.•Projecthadagoalora

statedclearly,showedrelevancebeyondproject.

logicalhypothesisthatwasstatedclearlyandconcisely;showedclearrelevance.•Broadimpactbeyondprojectclearlystated.

ExperimentalLogic

•Methodnotappropriatetoaddresshypothesisorgoalofproject.•Nooriginalthinking.•Controlsorcomparativegroupsnotadequatelydescribed;somecontrolsorcomparativegroupsmissing.

Verygoodchoiceofexperimentalmethodstoaddresshypothesisorgoalorproject.•Verygoodoriginalthinking.•Cleardiscussionofcontrolsorcomparativegroups;mostcontrolsorcomparativegroupswereincluded.

Excellentchoiceofexperimentalmethodstoaddresshypothesisorgoalofproject.•Excellentoriginalthinkingorinnovationoftechnique.•Cleardiscussionofcontrolsorcomparativegroups;allappropriatecontrolsorcomparativegroupswereincluded.

Results:data,figures,graphs,tables,etc.

Somedatawerelacking,notfullysufficienttoaddresshypothesisorprojectgoal.•Presentationofdatawasincluded,butunclearordifficulttocomprehend.

•Substantialamountsofgooddatawerepresentedsufficienttoaddressthehypothesisorgoalofproject.•Presentationofdatawasclearandlogical.

Substantialamountsofhighqualitydatawerepresentedsufficienttoaddresshypothesisorgoalofproject.•Presentationofdatawasclear,thoroughandlogical.•Potentialproblemsandalternativeapproaches.

Conclusions Conclusionsweregiven.•Littleconnectiontohypothesisorgoalwasapparent.

Reasonableconclusionsweregivenandsupportedwithevidence.•Conclusionwasconnectedtohypothesisorprojectgoalsbuttheirrelevancewasnotdiscussed.

Reasonableconclusionsweregivenandstronglysupportedwithevidence.•Conclusionwasconnectedtoprojectgoalsorhypothesisandtheirrelevanceinawidercontextwasdiscussed.•Allexpectedcomponentsare

Appearanceandformatting

Someexpectedcomponentsarepresent,butlayoutisuntidyandconfusingtofollowintheabsenceofthepresenter.•Textishardtoreadduetofontsizeorcolor,somespellingandtypographicalerrors;backgroundmaybedistracting.•Figuresandtablesnotrelatedtotext,orarenotappropriate,orpoorlylabeled.•Photographs/tables/graphslimitedanddonotimproveunderstanding.

Allcomponentsarepresent,butlayoutiscrowdedorconfusingtofollowinabsenceofpresenter.•Textisrelativelyclear,mostlyfreeofspellingandtypographicalerrors;backgroundisunobtrusive.•Mostfiguresandtablesareappropriateandlabeledcorrectly.•Photographs/tables/graphsimproveunderstanding.

Allexpectedcomponentsarepresent,clearlylaidout,andeasytofollowintheabsenceofthepresenter.•Textisconcise,freeofspellingortypographicalerrors;backgroundisunobtrusive.•Figuresandtablesareappropriateandlabeledcorrectly.•Photographs/tables/graphsimproveunderstandingandenhancevisualappeal.

LearningOutcome4BCBMajorRubricForAssessingLabReportsAndResearchPapers

1Developing

2Accomplished

3Exemplary

Abstract/Summary(ifapplicable)

Abstractmissesoneormoremajoraspectsofcarryingouttheexperimentortheresults

Abstractreferencesmostofthemajoraspectsoftheexperiment,someminordetailsaremissing

Abstractcontainsreferencetoallmajoraspectsofcarryingouttheexperimentandtheresults,well‐written

Introduction Someintroductoryinformation,butstillmissingsomemajorpoints

Introductionisnearlycomplete,missingsomeminorpoints

Introductioncompleteandwell‐written;providesallnecessarybackgroundprinciplesfortheexperiment

Experimentalprocedure

Writteninparagraphformat,stillmissingsomeimportantexperimentaldetails

Writteninparagraphformat,importantexperimentaldetailsarecovered,someminordetailsmissing

Well‐writteninparagraphformat,allexperimentaldetailsarecovered

Results:data,figures,graphs,tables,etc.

Mostfigures,graphs,tablesOK,somestillmissingsomeimportantorrequiredfeatures

Allfigures,graphs,tablesarecorrectlydrawn,butsomehaveminorproblemsorcouldstillbeimproved

Allfigures,graphs,tablesarecorrectlydrawn,arenumberedandcontaintitles/captions.

Discussion Someoftheresultshavebeencorrectlyinterpretedanddiscussed;partialbutincompleteunderstandingofresultsisstillevident

Almostalloftheresultshavebeencorrectlyinterpretedanddiscussed,onlyminorimprovementsareneeded

Allimportanttrendsanddatacomparisonshavebeeninterpretedcorrectlyanddiscussed,goodunderstandingofresultsisconveyed

Conclusions Conclusionsregardingmajorpointsaredrawn,butmanyaremisstated,indicatingalackofunderstanding

Allimportantconclusionshavebeendrawn,couldbebetterstated

Allimportantconclusionshavebeenclearlymade,studentshowsgoodunderstanding

Spelling,grammar,sentencestructure

Occasionalgrammar/spellingerrors,generallyreadablewithsome

Lessthan3grammar/spellingerrors,mature,readablestyle

Allgrammar/spellingcorrectandverywell‐written

roughspotsinwritingstyle

Appearanceandformatting

Sectionsinorder,containstheminimumallowableamountofhandwrittencopy,formattingisroughbutreadable

Allsectionsinorder,formattinggenerallygoodbutcouldstillbeimproved

Allsectionsinorder,well‐formatted,veryreadable

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APPENDICES

19

Appendix A. Comparison of Biochemistry and Chemical Biology Programs at Other Institutions A.1. Comparison to Majors at UC Berkeley Biochemistry & Molecular Biology

Lower Division Requirements BIOL 1A/1AL,1B General Biology + Lab (2 semesters) CHEM 1A/1AL,1B/1BL General Chemistry + Lab (2 sem) CHEM 3A/3AL,3B/3BL Organic Chemistry + Lab (2 sem) MATH 10A/B Methods of Mathematics: Calculus, Statistics, and Combinatorics (2 sem) PHYS 8A, 8B Calculus-based Physics + lab (2 sem)

Upper Division Requirements

Track 1: Biochemistry & Molecular Biology MCB C100A Biophysical Chemistry MCB 100B General Biochemistry: Pathways,

Mechanisms, and Regulations MCB 110 Molecular Biology: Macromolecular

Synthesis and Cellular Function MCB C110L Biochemistry & Molecular Biology

Lab Choose one of the following:

o MCB 140 General Genetics o MCB C148 Microbial Genomics & Genetics

Elective from BMB electives list

Track 2: Biological Chemistry CHEM 112A/B Organic Chem (2 sem) MCB C100A Biophysical Chemistry CHEM 130B Biophysical Chemistry CHEM 135 Chemical Biology Choose one of the following:

o MCB 130A Cell & Systems Biology o MCB 140 General Genetics

MCB C110L Biochemistry & Molecular Biology Lab

Chemical Biology

Lower Division Requirements BIOL 1A/1AL General Biology + Lab (1 semester) CHEM 4A/B General Chemistry and Quantitative Analysis (2 sem) CHEM 112A/B Organic Chemistry (2 sem) MATH 1A/B Calculus (2 sem) MATH 53 Multivariable calculus MATH 54 Linear Algebra and Differential Equations PHYS 7A/B Physics for Scientists and Engineers

Upper Division Requirements CHEM 103 Inorganic Chem in Living Systems CHEM C110L General Biochemistry and Molecular Biology Lab CHEM 120A Physical Chemistry: Principles of Quantum Theory CHEM 120B Physical Chemistry: Statistical Mechanics and Thermodynamics CHEM 135 Chemical Biology Choose one of the following:

o CHEM 105 Instrumental Methods in Analytical Chemistry o CHEM 125 Physical Chemistry Lab o CHEM C170L Biochemical Engineering lab o CHEM C182 Atmospheric Chemistry and Physics Lab

20

MCB 110 Molecular Biology: Macromolecular Synthesis and Cellular Function Electives (7 credits): one additional lecture (or laboratory/lecture) course in chemistry, additional

course(s) in chemistry and/or related fields A.2. Comparison to similar majors at other universities We contacted four additional institutions and tabulate the responses below (we never received a response from Columbia or Rutgers). We note that these programs are one discipline or the other; we are not aware of any interdisciplinary programs that merge biochemistry and chemical biology similar to what we are proposing. UC Berkeley is the best model of an interdisciplinary program, in which the Chemical Biology major and its faculty are integrated within the existing Molecular Biology major. This program has been in existence since 2003 and has been quite successful, as described in the support letter from Berkeley. As a more recent example, Case Western started an undergraduate Chemical Biology major in 2013 and currently has 29 total majors. As a comparison, the traditional Biochemistry majors at the University of Iowa (established 1971) and the University of Vermont (est. 2003), currently have annual graduating classes of 45 students on average. Most chemical biology programs, including Johns Hopkins, are strictly at the graduate level. A number of these graduate chemistry-biology interface programs are at institutions that have received funding from NIH to support graduate education, which reflects this as an important area of nationally prioritized research. For a listing of these institutions, see http://www.nigms.nih.gov/Training/InstPredoc/Pages/PredocInst-Chemistry.aspx. In addition, this proliferation of graduate programs is a strong indicator of the need for an undergraduate preparative curriculum.

Institution Program Began

Total majors

(current) Majors / year Administrative structure

Berkeley Chem Bio 2003 245 60 Run within chemistry department Case Western Chem Bio 2013 29 n/a Run within chemistry department

Vermont Biochem 2003 40

Cross-college program involving the College of Agriculture and Life Sciences, the College of Arts and Sciences, and the College of Medicine. There is one director representing the College of Arts and Sciences and two co-directors for the other two colleges. The bulk of what the directors do is centered on undergraduate advising. Also have a part-time administrative assistant.

U of Iowa Biochem 1971 220 40-50

Director oversees and coordinates the whole undergraduate program, which involves reviewing curriculum and policies and coordinating what the Department wants to do with the College and the University. Faculty act as undergraduate advisors.

21

Appendix B. Results of Student Survey

Current Major Career Aspiration Chemistry 7 5.0% Medical/Dental School 109 77.9% Biological Sciences 7 5.0% Graduate School (Science) 20 14.3% Molecular Cellular Biology 47 33.6% Graduate School (Non-science) 1 0.7% Neuroscience 35 25.0% Employment 7 5.0% MHS 13 9.3% Other 3 2.1% Other 31 22.1% Total 140 100% Total 140 100%

Would you like to see Vanderbilt offer a BCB major?

Would you have an interest in declaring a BCB major?

Yes 112 80.0% Yes 52 37.1% No 4 2.9% No 49 35.0% Unsure 24 17.1% Unsure 39 27.9% Total 140 100% Total 140 100%

ChemistryBioSci

MCBNeuro

Other

MHS

Current Major

Medical/Dental School

Graduate School (Science)

Graduate School (Non-science)

EmploymentOther

Career Aspiration

Yes

No

Unsure

Would you like Vanderbilt to offer a BCB major?

Yes

No

Unsure

Would you have an interest in declaring a BCB major?

22

Appendix C. Listing of Proposed Courses for an Undergraduate Major in Biochemistry and Chemical Biology Basic Math and Science Courses:

Biological Sciences – BSCI 1510, 1511, 1510L, and either 1511L or 1512L [8] Chemistry – CHEM 2221 or 2211; CHEM 2222 or 2212; and CHEM 2221L and 2222L [8] Mathematics – MATH 1200 or 1300 and MATH 1201 or 1301 [6 or 8] Physics – PHYS 1501 or 1601; PHYS 1502 or 1602; PHYS 1501L or 1601L; and PHYS

1502L or 1602L [8]

Biochemistry & Chemical Biology and Related Courses (32 h) Fundamental Biological Chemistry (12 h required)

BSCI 2520 Biochemistry I [3] CHEM 3310 Biophysical Chemistry [3] CHEM 3710 Chemical Biology I [3] CHEM 4965 Advanced Integrated Laboratory [3]

Biochemistry Track (20 h required)

Biochemistry Foundations (3 h required) BSCI 3520 Biochemistry II [3] *

Biochemistry Electives (9 h required)

BSCI 2201 Introduction to Cell Biology [3]

BSCI 2210 Principles of Genetics [3]

CHEM 2100 Analytical Chemistry [3]

CHEM 4720 Drug Design and Development [3]

CHEM 4966 Advanced Integrated Laboratory [3]

CPBP 8320 Chemical Biology II [3] (currently Foundations in Chemical Biology)

Laboratory (2 h required) BCB 3201 Independent Research [2-4] *

Chemical Biology Track (20 h required) Chemical Biology Foundations (5 h required)

BCB 2101 Chemical Biology Focus [1] * CHEM 2100,2100L Analytical Chemistry and Laboratory [4]

Chemical Biology Electives (6 h required)

BSCI 3520 Biochemistry II [3] * CHEM 4720 Drug Design and Development [3]

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CPBP 8320 Chemical Biology II [3] (currently Foundations in Chemical Biology)

Chemical Biology Laboratory Electives (3 h required) BCB 3201 Independent Research [3] *

CHEM 4966 Advanced Integrated Laboratory [3]

General Electives (6 h required)

BCB 3101 Special Topics in Chemical Biology [3] *

BME 2200 Biomedical Materials [3] BME 3000 Physiological Transport [3]

BME 4400 Foundations of Medical Imaging [3]

BME 4410 Biological Basis of Imaging [3]

BME 4500 Bionanotechnology [3]

BSCI 2201 Introduction to Cell Biology [3]

BSCI 2210 Principles of Genetics [3]

BSCI 3230 Biological Clocks [3]

BSCI 3234 Microbiology [3]

BSCI 3243 Genetics of Disease [3]

BSCI 3245 Biology of Cancer [3]

BSCI 3247 Molecular Evolution [3]

BSCI 3252 Cellular Neurobiology [3]

BSCI 3256 Molecules of the Brain [3]

BSCI 3270 Statistical Methods in Biology [3]

BSCI 3520 Biochemistry II [3] *

BSCI 4265 Nucleic Acid Transactions [3]

BSCI 4266 Advanced Molecular Genetics [3]

BSCI 4274 Proteins [3]

CHEM 2100 Analytical Chemistry [3]

CHEM 3020 Bioinorganic Chemistry [3]

CHEM 3220 Macromolecular Chemistry [3]

CHEM 3300 Physical Chemistry: Quantum Mech, Spectroscopy and Kinetics [3]

CHEM 3310 Biophysical Chemistry: Thermodynamics in Chem. and Biol. [3]

CHEM 4230 Physical Organic Chemistry [3]

CHEM 4720 Drug Design and Development [3]

CHEM 4966 Advanced Integrated Laboratory [3]

CPBP 8320 Chemical Biology II [3]

CS 1101 Programming and Problem Solving [3]

CS 1103 Introductory Programming for Engineers and Scientists [3]

CS 2204 Program Design and Data Structures for Scientific Computing [3]

NSC 2201 Neuroscience [3]

NSC 3260 Psychopharmacology [3]

24

NSC 3269 Developmental Neuroscience [3]

NSC 3274 Neuroanatomy [3]

NSC 3891 Special Topics in Cellular and Molecular Neuroscience [3]

NSC 4961 Integrative Neuroscience [3]

* Proposed new courses. * BSCI 3520 (Biochemistry II) will be available starting Spring 2019. For those student entering the program in the 2016-17 and 2017-18 academic years, BSCI 4265 (Nucleic Acids Transactions), which was previously titled Biochemistry II, will meet the requirements for the second-semester Biochemistry course.

25

SAMPLE COURSE SCHEDULES

BiochemistryTrack Year1 Year2 Fall CHEM1601/1601L(MNS) 4 CHEM2221/2221L(MNS) 4 MATH1300 4 PHYS1501/1501L 4

BSCI1510/1510L 4 AXLE(Language) 3 AXLE(FYWS)2 3 AXLE(HistoryofUS) 3 SemesterCreditHours 15 SemesterCreditHours 14Spring

CHEM1602/1602L(MNS) 4 CHEM2222/2222L 4MATH1301 4 PHYS1502/1502L 4BSCI1511/1511L 4 AXLE(Language/INT) 3

AXLE(HCA) 3 AXLE(W) 3 Non‐majorElective 3

SemesterCreditHours 15 SemesterCreditHours 17 Year3 Year4 Fall CHEM3710ChemBioI 3 BiochemTrackElective 3 BSCI2520BiochemistryI 3 GeneralElectiveforMajor 3

CHEM4965(AIlab) 3 IndependentResearch 2AXLE(INT) 3 AXLE(Perspectives) 3

AXLE(HCA) 3 AXLE(Wcourse) 3 SemesterCreditHours 15 SemesterCreditHours 14Spring

BSCI3520BiochemistryII 3 BiochemTrackElective 3CHEM3310Biophysical 3 GeneralElectiveforMajor 3BiochemTrackElective 3 IndependentResearch3 3 AXLE(INT) 3 AXLE(SBS) 3

AXLE(HCA) 3 AXLE(SBS) 3 SemesterCreditHours 15 SemesterCreditHours 15

2 ThereareenoughcredithourstoaccommodateallAXLEcourses.AXLEacronymsareshownfordemonstrationpurposesonly.HCA(Humanities&CreativeArts),HCofUS(History&CultureoftheUS),SBS(SocialandBehavioralSciences),W(Writingcourse),FYWS(FirstYearWritingSeminar),MNS(Math&NaturalSciences),P(Perspectives),INT(InternationalCultures). 3 Independentresearchbeyond2credithoursdoesnotcounttowardthemajorandisnotrequired

26

ChemicalBiologyTrack Year1 Year2 Fall CHEM1601/1601L(MNS) 4 CHEM2221/2221L(MNS) 4 MATH1300 4 PHYS1501/1501L 4

BSCI1510/1510L 4 AXLE(Language) 3 AXLE(FYWS) 3 AXLE(HistoryofUS) 3 SemesterCreditHours 15 SemesterCreditHours 14Spring

CHEM1602/1602L(MNS) 4 CHEM2222/2222L 4MATH1301 4 PHYS1502/1502L 4BSCI1511/1511L 4 CHEM3310Biophysical 3

AXLE(HCA) 3 AXLE(Language/INT) 3 ChemicalBiologyFocus 1 AXLE(Wcourse) 3 SemesterCreditHours 16 SemesterCreditHours 17 Year3 Year4 Fall CHEM3710ChemBioI 3 BSCI2520BiochemistryI 3 CHEM2100/2100LAnalyt 4 CHEM4965AIlab 3

AXLE(INT) 3 GeneralElectiveforMajor 3AXLE(HCA) 3 AXLE(Perspectives) 3

Non‐majorElective 3 AXLE(Wcourse) 3 SemesterCreditHours 16 SemesterCreditHours 15Spring

GeneralElectiveforMajor 3 CBTrackElective 3CBTrackElective 3 CBLabElective 3AXLE (INT) 3 GeneralElectiveforMajor 3

AXLE (HCA) 3 AXLE (SBS) 3 Non‐majorElective 3 AXLE (SBS) 3 SemesterCreditHours 15 SemesterCreditHours 15

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ChemicalBiologyTrack(PhysicsintheJuniorYear) Year1 Year2 Fall CHEM1601/1601L(MNS) 4 CHEM2221/2221L(MNS) 4 MATH1300 4 BSCI1510/1510L 4

AXLE(SBS) 3 AXLE(Language) 5 AXLE(FYWS) 3 AXLE (Wcourse) 3 SemesterCreditHours 14 SemesterCreditHours 16Spring

CHEM1602/1602L (MNS)4 CHEM2222/2222L 4MATH1301 4 BSCI1511/1511L 4AXLE(HCA) 3 GeneralElectiveforMajor 3

AXLE(HistoryofUS) 3 AXLE (Language/INT) 5 ChemicalBiologyFocus 1 SemesterCreditHours 15 SemesterCreditHours 16 Year3 Year4 Fall PHYS1501/1501L 4 CBTrackElective 3

CHEM3710ChemBioI 3 BSCI2520BiochemistryI 3 CHEM2100/2100LAnalyt 4 CHEM4965AIlab 3

AXLE(INT) 3 AXLE(Wcourse) 3 AXLE(Perspectives) 3

SemesterCreditHours 14 SemesterCreditHours 15Spring

PHYS1502/1502L 4 GeneralElectiveforMajor 3 CBTrackElective 3 CBLabElective 3

CHEM3310Biophysical 3 CBTrackElective 3 AXLE(INT) 3 AXLE(SBS) 3 AXLE(HCA) 3 AXLE(HCA) 3 SemesterCreditHours 16 SemesterCreditHours 15

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Appendix D. Tentative list of participating faculty All faculty in the Departments of Chemistry and Biological Sciences and the VICB are invited to participate. Faculty with programs relating to Biochemistry or Chemical Biology include: College of Arts & Science

Department of Biological Sciences Brandt F. Eichman Katherine Friedman Todd Graham Lauren Jackson Carl Johnson Maulik Patel James Patton Charles Singleton Laurence J. Zwiebel

Department of Chemistry Brian O. Bachmann David Cliffel Eva Harth John McLean Jens Meiler

Ned Porter Carmelo Rizzo Sandra Rosenthal

Michael Stone Gary Sulikowski Michelle Sulikowski Steve Townsend

David Wright Department of Physics Erin Rericha Faculty members outside of CAS that have contributed to teaching courses in Arts & Science, who serve as research mentors to Biological Sciences undergraduates, or that have research programs aligned with the BCB program, are listed here. This is not an exhaustive list. School of Engineering Department of Chemical and Biomolecular Engineering Matthew Lang John T. Wilson School of Medicine

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Department of Biochemistry John York Lawrence Marnett Walter Chazin

Charles Sanders Nicholas Reiter

Department of Molecular Physiology and Biophysics Hassane Mchaourab Anne Kenworthy Teru Nakagawa Gregor Neuert Al Beth Roger Colbran

Department of Cell and Developmental Biology Kathy Gould Ken Lau Jason MacGurn Melanie Ohi

Ryoma Ohi Ian Macara

Matthew Tyska Susan Wente

Marija Zanic Department of Pharmacology Alex Brown

Tina Iverson Benjamin Spiller Ron Emeson

Craig Lindsley

Department of Pathology, Microbiology, and Immunology Borden Lacy Mari Hadjifrangiskou Billy Hudson Sam Santoro Eric Skaar

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Appendix E. Letters of Support Doug McMahon, Professor and Chair of Biological Sciences, Vanderbilt University David Wright, Professor and Chair of Chemistry, Vanderbilt University Anne Baranger, Director of Undergraduate Chemistry, and Jamie H.D. Cate, Professor of

Chemistry and Molecular and Cell Biology, UC Berkeley Craig A. Townsend, Alsoph H. Corwin Professor, Department of Chemistry, Johns Hopkins

University Sylvie Doublié, Professor and Co-director of Undergraduate Biochemistry Program, University

of Vermont Todd Giorgio, Professor and Chair, Biomedical Engineering, Vanderbilt University Dan Fleetwood, Professor and Chair, Electrical Engineering and Computer Science, Vanderbilt

University David H. Zald, Director of the Interdisciplinary Program in Neuroscience for Undergraduates,

Vanderbilt University