Core Course Review Documentation
Foundational Component Area: LIFE & PHYSICAL SCIENCES
Component Area Option? No
Proposed Course: BIOL 1133 Anatomy and Physiology I
Credit Hours:
3 (2-2)
Proposed by:
Biology Department
Date:
October 16, 2012
Please document how the proposed course meets each of the following requirements. (You
may provide a written explanation or copy and paste the appropriate information from the
syllabus.)
Content: Courses in this category focus on describing, explaining, and predicting natural
phenomena using the scientific method.
This course is intended to provide an overview of human anatomy and physiology. The lecture
will focus on scientific vocabulary and the principles of physiology. The laboratory exercises will
focus on mammalian anatomy stressing application to human anatomy. At the conclusion of the
course, students should be able to describe specific anatomical features; explain the basic
mechanisms of physiology; and make fundamental predictions of the effect that would be seen
under normal conditions or abnormal circumstances.
SKILLS: Courses involve the understanding of interactions among natural phenomena and the
implications of scientific principles on the physical world and on human experiences.
Students are introduced to basic biological concepts as functions of chemistry and physics.
Students are expected to consider the principles that govern life processes from the tissue level
up through the organismal level.
In the laboratory, students develop skills in evaluating the chemical and physical principles
associated with life. Students also develop interpersonal skills by working with instructors,
teaching assistants and laboratory partners. Skills include the use of the microscope, dissection,
recognition and classification of anatomical structures, making solutions, application of the
scientific method and organizing / presenting information to a group.
ASSESSMENT OF CORE OBJECTIVES:
Assessments should be authentic, intentional and
direct. The following four Core Objectives must be addressed in each course approved to fulfill this
category requirement:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation
and synthesis of information
Laboratory exercise (to be performed after the study of the Central Nervous System): Students
will be divided into teams [one lab table (typically 4 students) = one team]. Each student will
propose a case study. Each laboratory team will agree to develop one proposal from their
group. The case study should suggest a specific lesion in the nervous system. Students will then
Core Course Review Documentation
be expected to apply their understanding of anatomy and physiology to describe the
symptoms and findings associated with such a lesion. (Attachment: Anatomy and Physiology
Case Study Presentation Assessment Rubric).
The Biology Benchmark rubric will be used in assessment to determine if the student has
achieved or exceeded the “benchmark” status of critical thinking skills. The benchmark is
derived in-part from the AACU Critical Thinking VALUE rubric (attached).
Communication Skills - to include effective development, interpretation and expression of ideas through
written, oral, and visual communication
The laboratory team will make a presentation to the laboratory section as a whole. The
presentation will include written, oral and visual components in the form of posters, handouts
or power points. Each student will present a portion of the project. Students will be evaluated by
the instructor and the teaching assistant. (Attachment: Anatomy and Physiology Case Study
Presentation Assessment Rubric).
The Biology Benchmark rubric will be used in assessment to determine if the student has
achieved or exceeded the “benchmark” status of communication skills. The benchmark is
derived in-part from the AACU Written Communication and Oral Communication VALUE rubrics
(attached).
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
Students will be required to use the metric system and formulae for English/Metric conversions
while completing an exercise using quantitative skills taken from the Anatomy and Physiology
Laboratory Manual (Attachment: Getting Started – What to Expect, The Scientific Method, and
Metrics).
The case study presentation will require the use of scientific journal articles and data from
websites such as CDC. Students will analyze the information and make a presentation to their
peers. During the presentation students will describe a given a set of observable deficits of
sensation, motor capabilities and/or proprioception then draw a conclusion as to what nervous
system pathway is involved. (Attachment: Anatomy and Physiology Case Study Presentation
Assessment Rubric).
The Biology Benchmark rubric will be used in assessment to determine if the student has
achieved or exceeded the “benchmark” status of empirical and quantitative skills. The
benchmark is derived in-part from the AACU Quantitative Literacy VALUE rubric (attached).
Teamwork - to include the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal
The teamwork objective will be assessed by the Teaching Assistants in each laboratory section.
The TAs will assess the ability of the students to work together during animal dissections and
will grade individual students on their participation to the teamwork (Attachment: TA
Evaluation of the Student Teamwork Rubric).
The Biology Benchmark rubric will be used in assessment to determine if the student has
achieved or exceeded the “benchmark” status of teamwork skills. The benchmark is derived
in-part from the AACU Teamwork VALUE rubric (attached).
Core Course Review Documentation
ADDITIONAL INFORMATION: Provide any additional information supporting course
inclusion in the core (optional).
PLEASE ATTACH THE FOLLOWING
1.
2.
3.
4.
5.
Syllabus: Attached
Assessment for Critical Thinking Skills: Value Rubric Attached
Assessment for Communication Skills: Value Rubrics Attached
Assessment for Empirical & Quantitative Skills: Value Rubric Attached
Assessment for Teamwork: Value Rubric Attached
Biology Benchmark Rubric Attached
Students will be evaluated by the instructor and the teaching assistant.