ANATOMY & PHYSIOLOGY & MICROBIOLOGY
DEPARTMENT PROGRAM REVIEW
Division of Natural Sciences
Fall 2009
Dr. Lillian Blaschke, Department Coordinator
Dr. Jacob Sapiro, Professor
Dr. Bradley Dawson, Professor
Mr. Michael Baker, Assistant Professor
Dr. Bruce Cordell, Dean
This program review was prepared by those listed in an open and collaborative
process. All full-time faculty in the program have had an opportunity to review
the report, and the report was made available to the division as a whole prior to
being submitted to PCC.
Dr. Lillian Blaschke, Department Coordinator
________________________
Dr. Jacob Sapiro, Professor
________________________
Dr. Bradley Dawson, Professor
________________________
Mr. Michael Baker, Assistant Professor
________________________
Dr. Bruce Cordell, Dean
________________________
December 2009
I.
Program Description
A. PROGRAM DESCRIPTION AND HISTORY
One to two paragraphs regarding the scope and the purpose of the program including a statement regarding
evolution of the program over time, acceptable standards for retention, GPA, etc
.
The departmental offerings are four 200-level lecture-laboratory courses taught
exclusively by full-time faculty. These courses comprise the typical entré into the myriad
of health profession career pathways that exist. This department truly serves the
community in that health profession career goals have for many years been popular.
Individuals who successfully attain these goals literally are of the utmost importance to
the greater society. The clientele includes mainly undergraduates (of all ages), but there is
always a significant number of post-baccalaureate students and others who have changed
a career goal or desire to change careers. Our APM courses serve them all. Success rates
are high for physiology and microbiology courses and lower for anatomy, the first course
in the sequence. This is to be expected because, more so than with other career options,
some desire to enter health professions to “give care’ but do not realize the academic
intensity of the courses required for all such careers. Of course, there are always
individuals who try the entry course a second time and then go on successfully.
For those who might be interested in details of the inception and formation of the
APM Department, there is a thorough description in the December 1999 Program
Review. Since that document was prepared, there have been a number of changes.
One faculty member retired. His teaching duties were temporarily absorbed by
remaining APM faculty until a new faculty member (Michael Baker) was hired in Fall
2008. Once he was hired, we could again offer 3 sections of Physiology.
The prerequisite of a college biological science (with laboratory) for Anatomy
was eliminated because it was thought to be unnecessary, and that has proven to be the
case.
Anatomy and Chemistry were made prerequisites for the Physiology course which
has allowed the class to be taught at a higher level and therefore be easier to articulate.
Anat 216, Human Anatomy and Physiology was eliminated in Fall 2004 because
most colleges were going away from a one semester course in favor of a two semester
sequence. To compensate for this, there was an increase in the number of Anatomy
sections from 3 to 7 per semester.
Microbiology 220 has not been offered since 2004 but remains in the APM course
offerings and will be taught again once we move into the new building.
B. PROGRAM GOALS
Key instructional goals defined in terms of student learning outcomes and workplace outcomes
Student Learning Outcomes for individual courses:
ANAT 231 F:
1. Outcome: Upon successful completion of ANAT 231 F, the student will be able to
compare and contrast normal anatomy to abnormal anatomy associated with various
diseases and conditions.
Assessment :Objective and essay questions on exams.
2. Outcome: Upon successful completion of ANAT 231 F, the student will be able to
identify histological and microanatomical structures.
Assessment: Laboratory practica.
3. Outcome: Upon successful completion of ANAT 231 F, the student will be able to
interrelate the structure and function of organs and organ systems.
Assessment: Objective and essay questions on exams and lab practica.
ANAT 240 F:
1. Outcome: Upon successful completion of ANAT 240 F, the student will be able to
compile and interpret data acquired in the laboratory.
Assessment: Written laboratory reports and essay questions on the exams.
2. Outcome: Upon successful completion of ANAT 240 F, the student will be able to
relate how homeostatic mechanisms respond to internal and external changes in the
environment.
Assessment: Multiple choice and essay questions on the exams.
3. Outcome: Upon successful completion of ANAT 240 F, the student will be able to
compare and contrast normal physiological states nonpathological variant states to
pathophysiological conditions.
Assessment: Written laboratory reports and essay questions on the exams.
MICR 220 F:
1. Outcome: Upon successful completion of MICR 220 F, Medical Microbiology, the
student will be able to apply basic microbiological principles and laboratory techniques.
Assessment: Microbiological principles are assessed primarily with objective and
essay exams; laboratory techniques are assessed using written laboratory reports,
laboratory practica, and successful identification of unknown microbes.
2. Outcome: Upon successful completion of MICR 220F, Medical Microbiology, the
student will be able to outline the disease process and the immune response against
infection.
Assessment: Written and objective exams
3. Outcome: Upon successful completion of MICR 220 F, Medical Microbiology, the
student will be able to identify unknown microorganisms using various differential and
selective microbiological techniques.
Assessment: Unknown microorganism identification project and report.
MICR 262 F:
1. Outcome: Upon successful completion of MICR 262 F the student will be able to
apply appropriate laboratory techniques and scientific methodology to determine the
identity of an unknown microorganism.
Assessment: Unknown organism project in lab.
2. Outcome: Upon successful completion of MICR 262 F the student will be able to
identify characteristics of microorganisms that scientists/medical professionals use to
prevent and/or eliminate various pathogens.
Assessment: How microbiologists and medical professionals take advantage of
differences between pathogens and the host cells/tissues is a concept that appears
throughout the course; assessment of understanding occurs on multiple exams (both
objective and written questions).
3. Outcome: Upon successful completion of MICR 262 F the student will be able to
outline potential ways in which microorganisms and humans interact, including the
disease process, immunology, medicine, nutrient cycles in the environment, and
industrial application.
Assessment: Microbe-human interaction is a common theme throughout the course;
assessment of understanding occurs on written exams where students are expected to be
able to diagram these interactions.
Department Student Learning Outcomes:
As a result of participation in the program, students will have the following 5-7 skills and
:
knowledge sets
1.Upon successful completion of the program, the student will be able to understand the
language used in health care professions.
2.Upon successful completion of the program, the student will be able to relate normal to
pathological states.
3. Upon successful completion of the program, the student will be able to analyze new
developments in the health care field.
4. Upon successful completion of the program, the student will be able to utilize their
skill sets to assess current events as they relate to health care.
5. Upon successful completion of the program, the student will be able to be facile in a
laboratory situation.
C.
PROGRAM DEGREES AND CERTIFICATES OFFERED
The following programs require one or more courses from the APM Department
Biology Associates in Art
Biological Technician Associates in Science
Food and Nutrition Associates in Art
Medical Technology Associates in Art
Microbiolgy Associates in Art
Pre-Nursing Associates in Art
Physical Education Associates in Art
Physical Education - Fitness Associates in Art
Personal Trainer Certificate
D.
PROGRAM COURSES OFFERED
Anatomy and Physiology Courses
ANAT 231 F General Human Anatomy (4)
Three hours lecture and three hours lab per week. This course includes
a logical analysis of body tissues, organs and systems. It stresses the
microscopic, developmental and gross anatomy of mammals, with special
emphasis on human anatomy. Special attention is given to pathological
as well as normal conditions. The lab work includes study of the
developmental, microscopic and gross anatomy of preserved specimens
and models. This course is designed primarily for physical education and
allied health majors, but is also available for interested students of various
liberal arts majors who desire or require an understanding of basic
anatomy. (CSU) (UC) (Degree Credit) CSU GE, IGETC
ANAT 240 F Human Physiology (5)
Prerequisite: ANAT 231 F and CHEM 101 F or equivalent, both with a
grade of “C” or better
Three hours of lecture and six hours of lab per week. This course provides
an in-depth study of human function. The focus of the course is
maintenance of homeostasis. Organ systems are studied with respect to
their interactions under normal and abnormal conditions. Lab experiences
reinforce concepts studied in lecture and introduce students to
clinical techniques. The course is designed for pre-health profession
majors and other students that require a one semester course in physiology.
(CSU) (UC) (Degree Credit) CSU GE, IGETC
Microbiology Courses
MICR 220 F Medical Microbiology (4)
Advisory: A lab course in biological science
Three hours lecture and three hours lab per week. Includes microorganisms
that are significant in the problems of health. Special attention
is given to the topics of infectious disease transmission, immunology,
prophylaxis, and sanitation. Principles of applied microbiology are
stressed. Recommended for students in programs of allied health science.
(CSU) (Degree Credit) CSU GE
MICR 262 F General Microbiology (5)
Prerequisite: A biological science lab course with a grade of “C” or
better that includes cellular structure/function and CHEM 101 F or
equivalent with a grade of “C” or better
Three hours of lecture and six hours of lab per week. This course studies
the morphology, taxonomy, metabolism, and molecular genetics of
microbes with emphasis on bacteria, protozoa, viruses, helminths and
fungi. The role of microorganisms in the disease process, epidemiology,
immunology and chemotherapeutic control measures, environment
impact and industrial application are discussed. Lab exercises focus on
the development of basic techniques in aseptic handling, visualization,
and quantification of microbes. Other lab exercises include sampling
water and soil for medically or environmentally important microbes,
assessing antibiotic sensitivity, fluorescent microscopy, and immuno assays. The course is designed for students pursuing a career or major
in microbiology and various allied health professions. (CSU) (UC)
(Degree Credit) CSU GE, IGETC
E. PROGRAM FACULTY
Michael Baker
Lillian Blaschke
Bradley Dawson
Jacob Sapiro
Indicate number of adjunct faculty: 0
III. Program Outcomes Analysis
A.
REPORT ON STATUS OF PREVIOUS REVIEW
OUTCOMES ANALYSIS
One to two paragraphs regarding accomplishments since the previous
review and objectives/activities still outstanding.
1. Completed 6 year program review.
2. Realigned the curriculum to reflect changes at transfer institutions
3. Worked with the PE Department on their Anatomy and Physiology requirement for
their programs.
4. Course outlines have been updated
5. Student Learning Outcomes have been written for all of the courses.
6. Department Learning Objectives have been written.
7. Student Learning Outcome Assessment process has been initiated and is expected to be
completed by Fall 2010.
8. Course prerequisites have been updated for Anat. 231 and Anat. 240.
B.
SUMMARY OF DATA – Recommend Evaluation of Data
One paragraph each on program access, program resources, program efficiency,
and program success. What does the data show? The word “data” is a plural.
Please fix the form!
1. Program Access:
Students have limited access to the courses within the program because of the
limited number of sections offered. We typically enroll over 100% of capacity. Courses
like Anatomy and Microbiology are among the first to fill during registration.
Currently there is another barrier to access and that is the prerequisite clearance
process. For the last three semesters enrollment in Physiology has been adversely
affected by the arbitrary and capricious nature of the way students are counseled and
treated by A&R.
2. Program Resources:
We are currently in temporary quarters and therefore the number of sections we
can offer is more limited. We had offered 7 sections of Anatomy in the past and hope to
do so again, if not more, when we move into the new building.
3. Program Efficiency:
Our program is very efficient, especially considering each of our classes has a
laboratory component. We had been at about 600 WSCH/FTEF but this number has
decreased because of the slight drop in Physiology enrollment (see section 1 above.)
Even so, our efficiency is still high at about 550 WSCH/FTEF. At this rate we are still
making a profit for the College. The year by year numbers do not seem to reflect the
actual enrollment rates and we question their validity.
4. Program Success:
Our success rates are very high considering the rigor of these courses. Obviously
Anat. 231, the introductory course has the lowest success rate at about 45%. This is in
line with other introductory major’s courses at the College. The success rates for the
subsequent courses in the Department are considerably higher with Microbiolgy at over
70%.
The real measure of success is transfer, and we do not have any data for this,
although our anecdotal evidence is that all students who successfully complete our
program go on to transfer institutions.
C.
IDENTIFICATION OF TRENDS
Two to three paragraphs on factors influencing the program: workplace trends, changes
in curriculum/content, changes in pedagogy, other factors.
1. Workplace trends:
The health care professions are still the fastest growing fields of employment and
there seems to be no end in sight.
2. Changes in curriculum and content:
Courses are constantly being revised as changes in science and technology occur.
Laboratory activities and lectures are modified to keep them current in the field.
3. Changes in pedagogy:
Computerized laboratory activities have been included into the Physiology course.
New materials have been acquired for the Anatomy course.
D. IMMEDIATE SHORT-TERM PLANS
Drawing from the data, external influences, trends in the discipline and College goals/initiatives, identify
concrete activities the program needs to engage in to modify the program. Can activities be accomplished
in 1-2 years?
The main current issue is our lack of facilities. We hope this situation will be
rectified when we move into the new building and have a laboratory room dedicated to
Anatomy, a separate laboratory room to be used by Microbiology and another laboratory
room for Physiology.
E.
LONG-TERM PLANS
Drawing from data, external influences, trends in the discipline, and college goals/initiatives, identify
concrete activities the program needs to engage in to modify the program. Can activities be accomplished
in 3-5 years?
Once we move into the new building and have the appropriate facilities, we would
like the Department to grow. The student demand suggests that we should add at least 2
sections of Microbiology each year and at least 2 sections of Anatomy each year. This
would ultimately necessitate the hiring of an additional full-time faculty member.
F. REQUEST FOR RESOURCES
Identify specific resources needed for specific activities (and potential sources for support).
The APM program is a very intensive in its use of equipment and supplies. The
only way we can grow the program is to have additional allocation of money for supplies
and equipment. Also more money needs to be put into the program to keep it current. For
example, right now, we only have 3 computer stations for the Physiology class. This
needs to be increased to at least 6 - one per laboratory table.