Gadsden State Community College
Biology Department, Ayers Campus
1801 Coleman Road - Anniston, AL 36207
P. O. Box 227, Gadsden, AL 35902
Phone: 256-835-5497 ext.5497
Biology 101 Biology 104
Biology 102 Biology 150
For course descriptions refer to the Gadsden State Catalog and Student Handbook.
CLASS SCHEDULES AND OFFICE HOURS
To access individual instructor's scheduled classes and office hours: Go to the Self Service Banner System on Gadsden State's home page, then log in and continue.
(It is imperative that students read and understand College-Wide Policies)
*Nancy Lee, received the Excellence in Teaching Award presented by theGadsden State Community College Alumni Association in January 2010. Lee holds bachelor of science degrees from the University of Montevallo in nutrition and Jacksonville State University in secondary education, a master of education degree from the University of Montevallo in secondary education and a doctorate of education in leadership, policy and technology in higher education from the University of Alabama. She is a member of the National Teachers Association, Alabama Teachers Association and National Science Teachers Association. She teaches biology at Gadsden State’s Ayers Campus. http://www.gadsdentimes.com/article/20100130/NEWS/100139985
OBJECTIVE: To continue and achieve a higher level of education while utilizing the skills and knowledge learned, and inculcate those in the classroom and in any professional environment.
Qualifications include 20 years experience in the public school system. At the college level courses include the Introduction of Biology 101 and 102, the Principles of Biology 103 and 104, Biology 150 for LPNs, Anatomy and Physiology I, and the Summer Environmental Institute for advanced high school students who are earning college credit.
At the Secondary level courses include Earth and Space science. American history, English, Home Economics, and Nature and Environmental art
1980-1983 Bachelor of Science Degree, University of Montevallo, (Major) Home Economics/Nutrition
1984-1986 Bachelor of Science Degree, Jacksonville State University, Secondary Education
(Endorsements) Biology and English
1987-1991 Master of Education Degree, University of Montevallo, Secondary Education
1994-1999 Educational Specialist Degree, University of Alabama, Secondary Education (Endorsement) Biology
2001-2007 Doctorate of Education, Leadership, Policy, and Technology in Higher Education,
Specializing in Administration in Higher Education, University of Alabama
(Endorsement) Biology/55 graduate hours
Thesis defended and published December 2007.
Title: Teaching Evolution…Period: Identifying Internal and External Influences that Impact the Acceptance or Rejection of the Theory Of Evolution
COMMITTEES AND ORGANIZATIONS
National Teachers Association
Alabama Teachers Association
National Science Teachers Association
Audit Committee (Gadsden State Community College)
Phi Theta Kappa (Honorary Society)
Science, Math, and Engineering Club
Alpha Epsilon Lambda (Graduate and Professional Student Honor Society)
Committee for Faculty Governance (Gadsden State Community College)
Fall 2002 - Instructor, Gadsden State Community College
Present Principles of Biology 101, 102, 103, 150, and 104 respectively.
Biology 101 and 102. Biology 101.This course is the first of a two-course sequence that covers historical studies that not only illustrates the Scientific Method but gives examples of its use outside the scientific community. Also included in this course is cellular structure along with the reproduction process of the cell. Mendelian genetics and molecular genetics is addressed and taught in this course focusing on the lab to explain the laws in inheritance. A survey of the human organ systems is the last unit focused on in 101 and Biology 102 begins with an overview of those systems. Also covered in 102 are the evolutionary principles and relationships, environmental and ecological topics, classification, and a survey of biodiversity. In both courses the students not only are assigned research topics on genetic mutations but also tour a local hospital and are guided and provided lectures by nurses, pathologists, and doctors employed by the facility. In Biology 102 each student is assigned a major contributor in the field of science to research and conduct a presentation to the class using technology and visual aids.
Biology 103 and 104. These courses are taught in conjunction with one another and begins with the cellular level working through to a more holistic population biome level. Biology 103 begins with the origin of living things. It focuses on the single cell and branching out to the simple organisms. The focus is mostly on the molecular level of biology and goes into a more in-depth study of molecular genetics. The end of Biology 103 will generally give an over-all introduction to the plants in order to prepare the students for the concepts in Biology 104, which is the more complex organisms and their functions. Biology 104 is more in-depth study of the animal and plant kingdom. Out of the 34 animal Phyla, nine are the main focus. Biology 104 will also cover the non-vascular and vascular plants, the Gymnosperms and Angiosperms. Of the animals studied, the focus is mostly on the mammals, particularly the human being. Students will study the body systems and how these systems integrate and interact with in the human body. Students use a lab manual to complete the lab requirements. Students perform various lab assignments such as testing for organic and inorganic compounds, enzyme concentration and activity, cellular structure, osmosis and diffusion, mitosis and meiosis, photosynthesis, and dissection of an earthworm, ascaris worm, sea star, frog, and a fetal pig. A requirement for Biology 103 is to conduct and analyze the quality of water at the Oxford Lake. All students are issued a water quality testing kit to test for dissolved oxygen, chloride, levels of carbon dioxide, along with other acids, and chemicals that may be present in the water. The outside assignment required for Biology 104 is a 50 leaf herbarium. Each specimen must be collected, pressed, and cataloged into a notebook. All specimens are to be identified by both common and genus and species name.
Biology 150. This course is a requirement for students in the Allied Health programs. It is a structure and function survey of the 11 systems of the human body along with nutrition, pathogens of disease, mechanisms of disease, and the role of electrolytes in the body. There is no lab required for this class but students dissect a fetal pig at the end of the semester and make an anatomical comparison between the organs and systems of the pig to the ones they have studied. Each student is required to research and conduct a presentation on a type of disease or syndrome.
Duties: This includes class preparation in reference to lecture notes, handouts, quizzes, tests, and research presentations. I prepare a syllabus and tentative schedule for the students. I make sure my students are aware of my contact hours so that I am available to them when needed. I record, average, and turn in grades on time and I have assignments graded and returned to the students by the next class meeting. I abide by all rules and regulations that are required of full-time instructors at Gadsden State Community College.
Biology 150 WebCT course. Requirements are the same in the WebCT course as in the traditional except students are required to come to campus for the test dates. All Assignments, projects, notes, and tests are the same.
Summer 2002 Instructor, Ayers State Technical College
Principles of Biology 104 and Anatomy and Physiology I.
Biology 104. This course is the study of both plant and animal organisms, along with the population and community ecology. Students got an in-depth study into the body systems in the class Mammalia, particularly the human beings. Students covered nine phyla of animals and compare and contrast the complexity of the animals as the course advances. The students also studied the three divisions in the non-vascular plants, four divisions in vascular plants, four divisions in the Gymnosperms, and one division and two classes in the Angiosperms. Students completed lab assignments which include the preparation of slides using single celled organisms, illustrating and identifying the four main types of tissue as seen under a microscope, and dissected four animals that are representative of four different phyla. Each lab was written up and turned in for a grade along with a test after each lab. Students in this course were required a short research paper on any topic concerning population ecology. The paper was presented to the class.
Anatomy and Physiology I. This course covered the structures and functions of the human body. Also covered in this course was an orientation of the human body, basic principles in chemistry, the study of the cell and tissues, metabolism, and an involved study of the body's systems. The students in this course got an in-depth study of the morphology of body parts and the functions of these body parts. They began with the characteristics of life and moved through the processes of homeostasis. The students learned the chemical basis for life beginning with the cell and advancing to the whole organism. By the end of the semester, the students will studied the body systems and their functions and how each system integrates and interacts with other systems to maintain life. The labs included in this course are body organization and terminology, illustrating and identifying the four types of tissues, as seen under the microscope, osmosis and diffusion, blood typing, preparing and viewing slides of cheek and skin cells, and dissecting the earthworm, frog, and fetal pig for comparisons and contrasts. Each lab was written up and turned in for a grade along with a test after each lab. Students in this course were required a short research paper on any topic concerning the human body. The paper was presented in class.
Duties: This included class preparation in reference to lecture notes, handouts, quizzes, tests, and research presentations. A syllabus and tentative schedule was prepared and given to the students the first week of class. My students were aware of my contact hours so I was always available to them when needed. I had the assignments, quizzes, and tests graded and returned to the student by the next class meeting. I kept inventory of all materials, equipment, and specimens used during these classes and ordered and up dated when needed. I abided by all the rules and regulations that were required of adjunct instructors at Ayers State Technical College.
June 1991 Mentor, Gadsden State Community College
June 2000 10th-12th grade advanced science students throughout the surrounding counties. Students
were taught college level Environmental Science courses.
June 2001 10th-12th grade Environmental Science. This course included topics and concerns about the environment. The students come from a variety of social, economic, and educational backgrounds that allows for classroom diversity. This diversity leads to a combination of methodologies and teaching styles delivered by the mentors. This four-week class included numerous field trips, a camp out, lecture, labs, and a Political Forum that involves state and local politician. The students do water quality assessment on three creek sites in Etowah county which allows them to see the effects man and industry have on the environment and the organisms that live in and around the creek sites. The field trips range from a chemical waste site, transfer station, water filtration plant, a dairy, hospitals, and an environmental museum and garden. Labs included the assessment of the water samples, soil assessment, contagions, and identifying the organisms found at the creek sites. The main project is the Political Forum where the students research environmental topics and propose the questions to the panel. The Forum is well publicized and received by the public. There is always media recognition and it gives the students an opportunity to become an activist for the environment. Duties: This included working closely with the other mentors to see that supplies, equipment, and specimens were adequately maintained. The mentors were responsible for an assigned group of students. Each mentor was responsible for a section on the exam, which involved lecture, handouts, test questions, administering and grading that section of the exam. Mentors where also responsible for grading their group's notebooks and recording the grade so that the students received nine hours of college credit.
1993-2001 Teacher, Rainbow Middle School
8th grade Integrated Science 8th grade Advanced Reading
8th grade Exploratory Arts
1989-1993 Teacher, Moody Middle School
7th grade Life Science, 7th grade Nature Art
1986-1989 Teacher, Moody High Schoo
l7th grade Enrichment Art
8th grade Earth and Space Science
8th grade American History
10th-12th grade Home and Personal Management
Dr. Phil Harris, Assistant Professor, University of Alabama,
P.O. Box 870344, Tuscaloosa, AL 35948-0344. (work number) (205) 348-1831.
Kelly Haynes, Coordinator of McClellan Center, 100 A Commandant Drive,
Anniston, AL 36205. (work number) (256) 238-9357
Alan Cosby, Principle, Rainbow Middle School, Rainbow City, AL. 454 Lumley Road, Rainbow City, AL 35901. (work number) (256) 442-1095