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