Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: ___CHEMISTRY/EMU_______________________COLLEGE: ARTS & SCIENCES
CONTACT PERSON: __HEDEEL GUY EVANS_____________________________________________________________________________
CONTACT PHONE:
487-1425
CONTACT EMAIL: HEVANS@EMICH.EDU
REQUESTED START DATE: TERM__SEPTEMBER___________YEAR___2012________
A. Rationale/Justification for the Course
This course addresses cell signaling cascades and how their perturbation can result in certain diseases. Topics
covered include cell signaling in memory, vision, cancer, the cardiovascular system, aging, depression,
neurodegenerative disorders, obesity, sleep and psychiatric disorders. The course uses material from different
textbooks and scientific journal articles and addresses the most current findings in the topics mentioned above
highlighting the detailed underlying chemical and biochemical processes. Students are also required to prepare mini
grant applications. This course has been taught twice by me as a special topics graduate level course in
biochemistry. In addition to examinations, the course involves student presentations and discussions. The course
format appears to help students feel more comfortable with reading and understanding journal articles along with
integrating and applying material learned from previous courses including biochemistry. This course is expected to
attract students of different programs and disciplines.
B. Course Information
1. Subject Code and Course Number:
Chemistry 556
2. Course Title: Cell Signaling and Disease
3. Credit Hours:
3
4. Repeatable for Credit? Yes_______
No___x___
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
Thorough understanding of how the human body works presents a great challenge in science today. This course
addresses cell signaling cascades and how their perturbation can result in certain diseases. Topics include cell
signaling in memory, vision, cancer, the cardiovascular system, aging, neurodegenerative disorders, obesity, sleep
and psychiatric disorders. The course addresses the most current advances in the field highlighting the underlying
biochemical processes.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
X
Off Campus
b. Fully Online
c. Hybrid/ Web Enhanced
7. Grading Mode:
Normal (A-E)
X
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
Miller, New Course
Sept. 09
New Course Form
Chem 351 Foundations of Biochemistry
Chem 451Biochemistry I
Or
9. Concurrent Prerequisites: Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by
Subject Code, Number and Title.)
None
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number
and Title.)
None
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
X
College of Education
Yes
No
X
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
X
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates_______
All graduate students_X___
Freshperson
Certificate
X
Sophomore
Masters
X
Junior
Specialist
X
Doctoral
X
Senior
X
Second Bachelor__X______
UG Degree Pending__X___
Post-Bac. Tchr. Cert.__X___
Low GPA Admit_______
Note:If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note:Only 500-level graduate courses can be taken by undergraduate students.Undergraduate students may not register for
600-level courses
Miller, New Course
Sept. „09
Page 2 of 10
New Course Form
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
No
X
X
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes
No
X
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Required
Restricted Elective
Program
Required
Restricted Elective
15. Will this course replace an existing course? Yes
No
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
X
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
Miller, New Course
Sept. „09
Page 3 of 10
New Course Form
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For __19________
Against __0________
Abstentions __0________
(Enter the number of votes cast in each category.)
Ross Nord
Department Head/School Director Signature
November 4, 2011
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
Miller, New Course
Sept. „09
Date
Page 4 of 10
New Course Form
CHEM 556
Cell Signaling and Disease
Syllabus
Monday 7:15 pm -9:05 pm
141 Science Complex
Required text: Cellular Signaling in Health and Disease, Martin Beckerman, ISBN: 9780-387-98172-7
Handouts/Powerpoint slides: http://reserves.emich.edu (password: Corky)
INSTRUCTOR: DR. H. EVANS
Office hours: MW 11:00 am - 3:00 p.m. and by appointment
501E Science Complex; email: hevans@emich.edu
Phone: (734) 487-1425
A full understanding of how the human body works is considered the greatest of the
grand challenges in science today. The biochemistry of how the different parts and
components in the body work together will be investigated. This course will address cell
signaling cascades and how their perturbation can result in certain diseases.
Course Objectives and Learning Outcomes
General learning outcomes
1) Promote self-efficacy and independence in critical thinking. Students are
expected to become more engaged in problem-solving and strong analytical
thinking skills.
2)
“Revisit, apply and integrate” the scientific knowledge learned from several
courses including biochemistry.
3) Promote the transition from low-knowledge integration ability to high-knowledge
integration ability. This is expected to increase retention of the material on a
long-term basis.
4) Promote inquiry, increase active student learning of the topics and increase
active learning with other students.
5) Increase scientific literacy through increasing the curiosity in and the appeal in
science.
6) Increase appreciation of science relevancy.
understanding and interest.
Stimulate life-long scientific
7) Increase “personalization” of the science learned to better understand the
biochemical basis of the exquisitely coordinated workings of our human body.
Increased personalization can be assessed by evident long-lasting changes in
lifestyle that would improve the workings of the remarkable machine we possess,
our human body.
Miller, New Course
Sept. „09
Page 5 of 10
New Course Form
Specific learning outcomes
1) To provide students with an understanding of basic cell signaling mechanisms,
signal integration and intracellular location.
2) To help students become familiar with the majority of key signal transduction
cascades and their functional properties that can serve as the basis for
understanding cellular disorders in various disease processes.
3) Be able to apply knowledge of the biochemistry of the signaling cascades to the
design of drugs targeted at specific steps of the signaling pathways with the aim of
ultimately combating certain diseases.
4) Understand the significance and outcome of protein-protein interactions and posttranslational modifications to turn on or off protein function in a temporal and spatial
fashion.
5) Be familiar with different types of receptors and their function.
6) Identify unique or common mechanisms to different signaling systems.
7) Upon completion of the course, students should feel more comfortable with
looking up, reading, understanding, discussing and presenting key points of journal
articles that address the latest advances in signal transduction and be able to
evaluate major cell signaling pathways and their involvement in certain diseases.
8) Oral presentations will be used to assess and address deficiencies and strengths
in basic knowledge of biochemistry.
Course Format
The course includes a combined lecture/discussion format given by the
professor and the students.
The material provided by the professor will be material gathered from several
sources and not restricted to material from the required text for the course. The
material will be gathered from other text books and journal articles as appropriate.
Students are graded on oral presentations, participation, examinations and a
mini-grant proposal.
Student Oral Presentations (50 points)
Each student presentation should be 15-20 minutes long followed by a 10-15
minute discussion period.
Specific topics from the text above will be selected by the students for their oral
presentations that will complement the lecture given by the professor in a given
session.
6
New Course Form
Students should use the material from the text as a first guiding step to do their
own search for current additional information needed to prepare a thorough and
clear presentation.
Students should be comfortable enough with their material to not only be able to
explain it in scientific terms but also to a layman.
Students are expected to present coherent oral scientific presentations.
Students not presenting are expected to attend each class, be prepared and ask
questions. Each student is expected to read, ahead of time, the specific material
in the book on which the student’s oral presentation will be given, prepare and
pose a question(s) on the selected topic for the speaker.
The student giving the oral presentation will be evaluated by all the classmates
using the evaluation sheet on the e-reserves. Students are expected to print
out the evaluation sheets prior to class time to use for the oral
presentations.
The final grade given for the oral presentations will be decided upon by the
instructor.
A tentative schedule for the oral presentation will be posted on the e-reserves.
Participation (20 points)
Participation/posing questions/discussion is important. Points will be taken off for
lack of participation.
Examinations (200 Points)
Exams will be on the material discussed in class covered by the
instructor/students presentations.
Examination dates are firm. You should look at the times scheduled for the
examinations now and make your plans accordingly. Exams must be taken
with the class during the scheduled time (unless you have provided documentation
of a disability prior to the examination(s)). In case of illness, you must contact
your instructor prior to the examination and after you recovered, present a signed
letter from your doctor describing your illness and its date(s) of onset and
treatment. In the case of other kinds of emergencies, contact your instructor
before the examination. Make-up exams may be given for a justifiable,
documented reason only. Email Dr. H. Evans ASAP, BEFORE the exam, in
the event of an emergency that prevents you from taking the exam.
Review sessions will be planned for the class period prior to the exam date.
Answer keys will be posted on e-reserves subsequent to handing back the
exams.
7
New Course Form
Mini-NIH Grant Proposal (30 points)
At the end of the oral presentation, students are expected to pose a one long-term
specific aim or question on the research subject that they would like to pursue to
move the field forward in a significant way. This will mimic a mini NIH grant
proposal according to the NIH guidelines below.
NIH Guidelines (http://grants.nih.gov/grants/writing_application.htm)
In preparing your Question/Specific aim, please consider the following criteria
used to evaluate grant proposals (material taken and modified from the NIH website above):
Significance: Does the question address an important problem? If it is
achieved, how will scientific knowledge or clinical practice be advanced?
What will be the effect of these studies on the concepts, methods,
technologies, treatments, services, or preventive measures that drive this
field?
Approach: Are the conceptual or clinical framework, design, methods,
and analyses adequately developed, well-integrated, well-reasoned, and
appropriate to the question/specific aim posed? Does the student
acknowledge potential problem areas and consider alternative tactics?
Innovation: Is the question/aim original and innovative? For example,
does it challenge existing paradigms or clinical practice? Does it address
an innovative hypothesis or critical barrier to progress in the field? Does
the aim develop or employ novel concepts, approaches, methodologies,
tools, or technologies for this area?
Your question/specific aim should include the following subheading.
Specific Aims: what you intend to do
Background and Significance: why the work is important
Preliminary Studies/Progress Report: what has already been done
Research Design and Methods: how you are going to do the work
In addition to presenting the mini grant proposal orally at the end of the
presentation, please provide a one-two page file to your professor by email. The
proposal will be posted on the reserves in the appropriate folder. Each student in
the classroom is expected to print out the student’s proposal, critique it
constructively then hand back the critiques to the instructor who will then hand it to
the student.
The student should address the criticisms and re-write their mini-grant proposal
accordingly then hand it back to Dr. Evans to be graded.
8
New Course Form
Total points possible: (300)
Midterm Exam:
100 points
Final Exam:
100 points
Oral Presentations: 50 points each
Participation:
20 points
Mini grant proposal: 30 points
Course Grades and Policies: The following scale will be used to determine the final
grade:
100 – 92% = A
87 – 84% = B+
75 – 72% = C+
91– 88% = A83– 80% = B
71– 68% = C
79 – 76% = B67 – 64% = C-
A failing grade of E for the course is less than 64%. Adjustments to the grading scale
are at the discretion of the instructor; changes will not be to the detriment of the student.
The course will be divided into three main units:
Unit I: Metabolic Syndromes (5 Sessions)
Topics to be covered include: glucose and lipid homeostasis, insulin signaling, diabetes,
cholesterol, atherosclerosis, inflammation, the cardiovascular system, obesity, redox
signaling, nuclear receptor signaling.
Unit II: Cancer (5 Sessions)
Topics to be covered include: Stem cells, the cell cycle, cell cycle checkpoints and DNA
damage repair, apoptosis and senescence, epigenetics, tumor growth and metabolism,
micro RNAs and metastasis; nuclear receptor signaling; the proteosome and autophagy.
Unit III: Neurodegeneration (3 Sessions)
Topics to be covered include: aging, protein folding, misfolding and aggregation,
Alzheimer’s disease, chaperones, endoplasmic reticulum stress and the unfolded
protein response, Parkinson’s disease, Huntington’s disease and Amyotrophic lateral
sclerosis.
9
New Course Form
Date
Day
Session
09 Jan
Mon
Session 1:
Unit I: Metabolic Syndromes
(No student Presentations)
16 Jan
Mon
23 Jan
Mon
Session 2:
Unit I: Metabolic Syndromes
30 Jan
Mon
Session 3:
Unit I: Metabolic Syndromes
06 Feb
Mon
Session 4:
Unit I: Metabolic Syndromes
13 Feb
Mon
Session 5:
Unit I: Metabolic Syndromes
20 Feb
Mon
Session 6 :
Unit II: Cancer
(No student Presentations)
27 Feb
Mon
No Class
05 Mar
Mon
Midterm Exam
12 Mar
Mon
Session 7:
Unit II: Cancer
19 Mar
Mon
Session 8:
Unit II: Cancer
26 Mar
Mon
Session 9:
Unit II: Cancer
02 Apr
Mon
Session 10:
Unit II: Cancer
09 Apr
Mon
Session 11:
Unit III: Neurodegeneration
16 Apr
Mon
Session 12:
Unit III: Neurodegeneration
23 Apr
Mon
Session 13:
Unit III: Neurodegeneration
(No student Presentations)
30 Apr
Mon
No Class
Final Exam
10