Please attach proposed Syllabus in approved university format .
1. Course subject and number: BIO 565 2. Units: 3
See upper and lower division undergraduate course definitions.
3. College: CEFNS 4. Academic Unit: Biological Sciences
5 . Student Learning Outcomes of the new course. ( Resources & Examples for Developing Course Learning
Outcomes )
1. Students will explore topics in depth within the field of clinical exercise physiology and expand understanding of pathophysiology and pathogenesis of chronic conditions that can potentially be modulated by exercise.
2. Students will be able to critically evaluate and interpret current literature in clinical exercise physiology and have knowledge of recent developments in therapeutic strategies.
3. Students will be able to use evidence-based approach when making recommendations, whether for prevention or treatment of chronic diseases. This will demonstrated with completion of a paper on a topic selected by the student but must be approved by the professor and an oral presentation to the class.
4. Students will understand the scientific method and be able to communicate scientific information effectively, analyze and interpret scientific data, access and interrogate primary scientific literature.
5. Students will be able to synthesize material from across human biological sub-disciplines and apply to this course.
6. At the end of the course, each graduate student will lead a group of undergraduate students that will come up with specific recommendations for preventive medicine and these will be presented by the graduate student.
6. Justification for new course, including how the course contributes to degree program outcomes, or other university requirements / student learning outcomes. ( Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes ).
This course has been taught as 599 for 2 years and is well suited for graduate students in
Biology. This course contributes to degree program outcomes by improving knowledge of physiology of aging and age-related diseases as well as up-to-date research in the field. This course includes a number of group discussions and presentations to facilitate learning of data interpretation and clinical translation of research data. The course co-convenes with BIO
465C. The additional work completed by the graduate students includes a research paper, a teaching presentation, and leading a group of undergraduate students in discussions about research papers and making recommendations for preventive medicine (final class period).
7. Effective BEGINNING of what term and year? Fall 2016
See effective dates calendar .
Effective Fall 2012

8. Long course title: ADVANCED CLINICAL EXERCISE PHYSIOLOGY
(max 100 characters including spaces)
9. Short course title: ADV CLINICAL EXERCISE PHYSLGY
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
This course will cover pathogenesis and pathophysiology of chronic diseases such as diabetes, cardiovascular disease, Alzheimer’s disease and focus on current research related to interventions including exercise, nutrition, nutritional supplements, and pharmacological therapies. Additionally the topics of aging, obesity, chronic inflammation, and oxidative stress will be addressed.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes No
If yes, include the appropriate plan proposal.
12. Does this course duplicate content of existing courses? Yes No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
Pending co convene with BIO 465C
13. Will this course impact any other academic unit’s enrollment or plan(s)? Yes No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option: Letter grade Pass/Fail Both
15. Co-convened with: BIO 465C 14a. UGC approval date * :
(For example: ESE 450 and ESE 550) See co-convening policy .
* Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy .
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units? Yes No
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term? Yes No
18. Prerequisites: NONE
If prerequisites, include the rationale for the prerequisites.
19. Co requisites: NONE
If co requisites, include the rationale for the co requisites
Effective Fall 2012

20. Does this course include combined lecture and lab components? Yes No
If yes, include the units specific to each component in the course description above.
Tinna Traustad óttir, Sara S.
21. Names of the current faculty qualified to teach this course: Jarvis, J Richard Coast
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “ Classes Starting/Ending
Outside Regular Term” under the heading “Forms” http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/ .
Do you anticipate this course will be scheduled outside the regular term? Yes No
Answer 22-23 for UCC/ECCC only:
23. Is this course being proposed for Liberal Studies designation? Yes No
If yes, include a Liberal Studies proposal and syllabus with this proposal.
24. Is this course being proposed for Diversity designation?
Yes No
If yes, include a Diversity proposal and syllabus with this proposal.
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
Approvals :
Wilson Linn Montgomery
Department Chair/Unit Head (if appropriate)
03/12/2015
Date
Chair of college curriculum committee
Dean of college
For Committee use only:
UCC/UGC Approval
4/14/2015
Date
Date
Date
Date
Effective Fall 2012

Approved as submitted: Yes No
Approved as modified: Yes No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Approvals:
Academic Unit Head
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Chief Academic Officer; Extended Campuses (or Designee)
Approved as submitted: Yes No
Approved as modified: Yes No
From: Willson Linn Montgomery
Sent: Tuesday, April 14, 2015 3:58 PM
To: Stuart S Galland
Subject: RE: FAST TRACK APPROVAL REQUEST: BIO 284, BIO 465C/565
Stuart –
The three proposals dealing with BIO 284, 465C/565 have my approval for fast-track consideration.
Thanks!
Linn
W. Linn Montgomery
Professor and Interim Chair
Department of Biological Sciences
Northern Arizona University
Flagstaff, AZ 86011-5640
Phone: 928-523-7505
Email: Linn.Montgomery@nau.edu
Effective Fall 2012
Date
Date
Date
Date
Date
Date

CEFNS: Department of Biological Sciences
BIO 565
– Advanced Clinical Exercise Physiology (3 credits)
TUE 2:00-4:30pm, SLF 101
Instructor: Tinna Traustadóttir, Ph.D.
E-mail: tinna.traustadottir@nau.edu
Office, Phone: Peterson Hall (Bldg 22) Room 205, 523-7291
Office hours: Monday 2:30-3:30pm, Wednesday 10:30-11:30am, or by appointment
Prerequisites:
None
Required Text:
The required reading for this class will consist entirely of articles from scientific journals. These will be made available on BlackBoard.
Course Description:
This course will cover pathogenesis and pathophysiology of chronic diseases such as diabetes, cardiovascular disease, Alzheimer’s disease and focus on current research related to interventions including exercise, nutrition, nutritional supplements, and pharmacological therapies. Additionally the topics of aging, obesity, chronic inflammation, and oxidative stress will be addressed.
This course co-convenes with BIO 465C. It is expected that graduate students in BIO 565 take on a leadership role and mentor undergraduate students, especially when it comes to leading discussions and producing high-quality presentations.
Student Learning Expectations/Outcomes for this course:
1. Students will explore topics in depth within the field of clinical exercise physiology and expand understanding of pathophysiology and pathogenesis of chronic conditions that can potentially be modulated by exercise.
2. Students will be able to critically evaluate and interpret current literature in clinical exercise physiology and have knowledge of recent developments in therapeutic strategies.
3. Students will be able to use evidence-based approach when making recommendations, whether for prevention or treatment of chronic diseases. This will demonstrated with completion of a paper on a topic selected by the student but must be approved by the professor and an oral presentation to the class.
4. Students will understand the scientific method and be able to communicate scientific information effectively, analyze and interpret scientific data, access and interrogate primary scientific literature.
5. Students will be able to synthesize material from across human biological sub-disciplines and apply to this course.
6. At the end of the course (Nov 25 class period), each graduate student will lead a group of undergraduate students that will come up with specific recommendations for preventive medicine and these will be presented by the graduate student.
Effective Fall 2012

Course Structure and Approach: The class meets once a week (2.5 hrs.) and will involve lectures, group work, discussions, and students’ presentations about selected topics. Students are expected to attend class and participate in these discussions. The class relies heavily on independent reading, research synthesis, and data interpretation.
Course Outline:
1. Reading - Reading consists of review articles, and published research studies.
2. Exams - There will be 2 written exams during the course; a mid-term and a final comprehensive exam at the end of the course. The exams for the graduate students will have higher expectations than for the undergraduates
3. Research Paper – Each student will write a paper focused on a specific research question related to efficacy of a particular interventi on. The research question must have professor’s approval. The project is designed around answering the question using current research literature. The student will present the results in class and turn in a written scientific paper.
4. Assignments
–
There will be multiple assignments throughout the course, both individual and group projects. Some of those will be homework assignments and other will be done in class.
Assessment of Student Learning Outcomes:
Assignments
Midterm Exam
Final Exam
Research Paper
Presentation
Final group discussion
100 points
100 points
100 points
100 points
50 points
50 points
TOTAL 500 points
Grading System:
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F < 60%
Course policy
Students are expected to do the work of class, including all tests, readings, and assignments.
Tardiness disrupts the instructor and other students. You are expected to be on time for class.
Please turn off all electronic communication devices during class.
Make-up exams will be given only in cases of institutional excuses or documented medical excuses and must be taken within one week of the scheduled date of the exam. Unless previously cleared with
Effective Fall 2012

instructor, all assignments must be completed and submitted on or before the due date. Late assignments will receive a grade of zero points.
Cheating on exams or plagiarism will result in a grade of zero points for that assignment.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any kind as a result of making a complaint under the policy or participating in an investigation is also prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/ . If you have questions or concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928)
523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu
.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required disability related documentation. Although you may request an accommodation at any time, in order for DR to best meet your individual needs, you are urged to register and submit necessary documentation ( http://www.nau.edu/dr ) 8 weeks prior to the time you wish to receive accommodations. DR is strongly committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at
NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity
(523-3312).
ACADEMIC CONTACT HOUR POLICY
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for every unit of credit, a student should expect, on average, to do a minimum of three hours of work per week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity entails a firm adherence to a set of values, and the values most essential to an academic community are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic integrity is expected not only in formal coursework situations, but in all University relationships and interactions connected to the educational process, including the use of University resources. An NAU student’s submission of work is an implicit declaration that the work is the student’s own. All outside assistance should be ackn owledged, and the student’s academic contribution truthfully reported at all times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the university’s academic integrity policy. Instances of potential violations are adjudicated using the process found in the university Academic Integrity Policy .
Effective Fall 2012

RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including
NAU students engaged in research are adequately trained in the basic principles of ethics in research. Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating
Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C
18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the
RCR (NOT-OD-10-
019; “Update on the Requirement for Instruction in the Responsible Conduct of
Research”). For more information on the policy and the training activities required for personnel and students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter —and critically appraise—materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. Instructors have the authority and the responsibility to manage their classes in accordance with University regulations. Instructors have the right and obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are responsible for establishing, communicating, and enforcing reasonable expectations and rules of classroom behavior. These expectations are to be communicated to students in the syllabus and in class discussions and activities at the outset of the course. Each student is responsible for behaving in a manner that supports a positive learning environment and that does not interrupt nor disrupt the delivery of education by instructors or receipt of education by students, within or outside a class. The complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
Effective Summer 2014
Approved UCC
– 1/28/14
Approved UGC
– 2/12/14
Effective Fall 2012

BIO 465C/565
– Advanced Clinical Exercise Science
Tentative Class schedule
1. Aug 26 Introduction
2. Sep 2 Aging (cardiovascular function)
3. Sep 9 Aging (muscular function)
4. Sep 16 Obesity/Inflammation/Oxidative Stress
5. Sep 23 Caloric Restriction
6. Sep 30 Diabetes and Diabetes-related Interventions
7. Oct 7 Mid-Term Exam
8. Oct 14 Rapamycin, Resveratrol, & Antioxidants
9. Oct 21 Cardiovascular Disease & CVD-related Interventions
10. Oct 28 Cardiovascular Disease & CVD-related Interventions
11. Nov 4
Cognition and Alzheimer’s Disease
12. Nov 11 Veteran’s Day
13. Nov 18 Oral Presentations Research Papers Due
14. Nov 25 Preventive Medicine: What do we recommend?
15. Dec 2 Final Exam
Effective Fall 2012

Required reading (Posted on Bb):
1. Gremeaux V, Gayda M, Lepers R, Sosner P, Juneau M, Nigam A: Exercise and longevity .
Maturitas 2012, 73 (4):312-317.
2. El Assar M, Angulo J, Vallejo S, Peiro C, Sanchez-Ferrer CF, Rodriguez-Manas L: Mechanisms involved in the aging-induced vascular dysfunction . Frontiers in physiology 2012, 3 :132.
3. Conley KE, Jubrias SA, Amara CE, Marcinek DJ: Mitochondrial dysfunction: impact on exercise performance and cellular aging . Exercise and sport sciences reviews 2007, 35 (2):43-49.
4. Melov S, Tarnopolsky MA, Beckman K, Felkey K, Hubbard A: Resistance exercise reverses aging in human skeletal muscle . PloS one 2007, 2 (5):e465.
5. Stanworth RD, Jones TH: Testosterone for the aging male; current evidence and recommended practice . Clinical interventions in aging 2008, 3 (1):25-44.
6. Wang Z, Nakayama T: Inflammation, a link between obesity and cardiovascular disease .
Mediators of inflammation 2010, 2010 :535918.
7. Radak Z, Chung HY, Goto S: Exercise and hormesis: oxidative stress-related adaptation for successful aging . Biogerontology 2005, 6 (1):71-75.
8. Kiecolt-Glaser JK, Epel ES, Belury MA, Andridge R, Lin J, Glaser R, Malarkey WB, Hwang BS,
Blackburn E: Omega-3 fatty acids, oxidative stress, and leukocyte telomere length: A randomized controlled trial . Brain, behavior, and immunity 2013, 28 :16-24.
9. Fontana L, Partridge L, Longo VD: Extending healthy life span--from yeast to humans . Science
2010, 328 (5976):321-326.
10. Mattison JA, Roth GS, Beasley TM, Tilmont EM, Handy AM, Herbert RL, Longo DL, Allison DB,
Young JE, Bryant M et al : Impact of caloric restriction on health and survival in rhesus monkeys from the NIA study . Nature 2012, 489 (7415):318-321.
11. Masoro EJ: Caloric restriction and aging: controversial issues . The journals of gerontology
Series A, Biological sciences and medical sciences 2006, 61 (1):14-19.
12. Vijan S: Type 2 diabetes . Annals of internal medicine 2010, 152 (5):ITC31-15; quiz ITC316.
13. Markus MA, Morris BJ: Resveratrol in prevention and treatment of common clinical conditions of aging . Clinical interventions in aging 2008, 3 (2):331-339.
14. Nair S, Ren J: Autophagy and cardiovascular aging: lesson learned from rapamycin . Cell
Cycle 2012, 11 (11):2092-2099.
15. Webster KA: Mitochondrial Death Channels . American scientist 2009, 97 (5):384-391.
16. Rezkalla SH, Kloner RA: Ischemic preconditioning and preinfarction angina in the clinical arena . Nature clinical practice Cardiovascular medicine 2004, 1 (2):96-102.
Effective Fall 2012

17. Pallauf K, Giller K, Huebbe P, Rimbach G: Nutrition and healthy ageing: calorie restriction or
polyphenol-rich "MediterrAsian" diet? Oxidative medicine and cellular longevity 2013,
2013 :707421.
18. Estruch R, Ros E, Salas-Salvado J, Covas MI, Corella D, Aros F, Gomez-Gracia E, Ruiz-
Gutierrez V, Fiol M, Lapetra J et al : Primary prevention of cardiovascular disease with a
Mediterranean diet . The New England journal of medicine 2013, 368 (14):1279-1290.
19. Querfurth HW, LaFerla FM: Alzheimer's disease . The New England journal of medicine 2010,
362 (4):329-344.
20. Kramer AF, Erickson KI, Colcombe SJ: Exercise, cognition, and the aging brain . J Appl Physiol
(1985) 2006, 101 (4):1237-1242.
Additional research articles will be presented by students in-class, either chosen by the professor or the student.
Effective Fall 2012