Course Syllabus
Course Description:
[INSTRUCTORS: We have included the C-ID descriptor here as a place holder. As with all sections, feel free to keep this information, replace it with your local course description, or remove this section entirely.]
Gross human anatomy with laboratory including dissection of the mink. 3 hours lecture, 2 hours laboratory weekly. Co-requisite BIO 220L (special fee) (Fall, Spring, Summer)
Student Learning Outcomes:
[INSTRUCTORS: We have included the C-ID outcomes here as a place holder. As with all sections, feel free to keep this information, replace it with your local Student Learning Outcomes, or remove this section entirely.]
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The student should have an understanding of the structures of the human body with some appreciation of their function. He or she should also be familiar with the technical vocabulary essential for understanding human anatomy. The instructor will assist in the accomplishment of these objectives by means of lecture, detailed notes (posted on Canvas), review sessions, written exams, a writing assignment, and supporting laboratory sessions.
Course Content:
[INSTRUCTORS: Insert course content.]
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Barry University
College of Arts and Sciences
Course Syllabus
Spring 2020
Course Number: BIO 220 01, 02 (3 credits)
Course Title: Introduction to Human Anatomy
Required Text: OpenStax
Day/Time/Location: 01 MWF 10:00AM – 10:50 AM Siena 101
02 MWF 11:00AM – 11:50 AM Siena 202
Instructor: Laura Mudd, PhD.
Office: Siena 328
Office Telephone: (305) 899-3204 E-mail: lmudd@barry.edu
Office Hours: MW 2-3 PM, T 10-11 AM, Th 9-11 AM (or by appointment)
Course Description: Gross human anatomy with laboratory including dissection of the mink. 3 hours lecture, 2 hours laboratory weekly. Co-requisite BIO 220L (special fee) (Fall, Spring, Summer)
Relationship of Course to the University Mission:
BIO 220 is offered by the Department of Biology, which is “grounded in the liberal arts tradition …and is a part of …Barry University’s scholarly community committed to the highest academic standards in undergraduate, graduate, and professional education.” The University’s four core commitments include:
- Knowledge and Truth
- Inclusive Community
- Social Justice
- Collaborative Service
This course addresses the commitment to knowledge and truth by exposing students to identification of structure and related function in the human body, which will "support the intellectual life, emphasizing life-long learning, growth, and development." Students demonstrate “respect for self and others” as part of an inclusive community when they work together in study groups to master course material and achieve learning outcomes. They will gain a “global world view” of biology through exposure to standard terminology used by all anatomy students, and will realize that science is global and crosses all ethnic boundaries. Finally, students will recognize and appreciate “the sacredness of Earth” as they learn about structure in the human body via mammalian dissection, and will “accept responsibility to engage in environmental problems” through proper laboratory procedure.
Course Objectives & Learning Methods:
The student should have an understanding of the structures of the human body with some appreciation of their function. He or she should also be familiar with the technical vocabulary essential for understanding human anatomy. The instructor will assist in the accomplishment of
these objectives by means of lecture, detailed notes (posted on Canvas), review sessions, written exams, a writing assignment, and supporting laboratory sessions.
Reading Assignments: The required text for this course will be used primarily as an atlas for its photographs and illustrations. Studying these pictures is essential for learning anatomy. Pictures from the text will be used for labeling questions on exams. Additionally, students are encouraged to use the text as a supplement to lecture notes.
Methods of Evaluation: To assess “comprehension of concepts, observations, scientific methods, analytical thinking, and scientific literacy”, there will be five (5) written in-class exams given during the semester. The lowest exam grade will be dropped. The final exam will not be cumulative. Exams will consist of diagrams, multiple choice, matching, true or false, and completion questions which cover the lecture material. To exhibit the capacity to “employ the scientific method, make observations, and demonstrate scientific literacy”, students will complete the Course-Embedded Writing Assignment. Students must write an original paper not previously submitted and must submit proof of review of the writing assignment by the Writing Lab before it will be graded. Students with a cumulative average of 90% or greater on the first four exams plus the paper may opt to not take the final exam. There will be no extra credit.
Grading: Grades will be based on the following components:
Average of Four (4) exams 90% (22.5 points each)
Paper 10% (10 points)
100% (100 points)
Grading Scale: A = 90-100%
B = 80-89% * Note: 1) Exams are not curved.
C = 70-79% 2) Fractions > .5 are rounded up to the
D = 60-69% next whole number on exams and
F = 0-59% for final grade. (Ex. 79.4 = 79%; 89.5 = 90%)
Make-up policy: Make-up exams will be administered only with a documented and acceptable reason for an absence. Students are permitted to make up two (2) exams.. (Note: a missed final exam cannot be made up.)
Late Papers: Papers are due on Canvas at the beginning of class. Late papers will automatically be docked 10% for each calendar day of delay. Plagiarized papers will receive a grade of zero (0).
Academic Dishonesty: Cheating on exams in any form will not be tolerated. Students found giving or receiving
information during an exam will receive a grade of zero (0) for that exam. A grade of zero cannot be dropped or made up and will be used when determining the student’s final grade. A student caught cheating on a second exam will receive a grade of F for the course and will be referred to his/her Dean for disciplinary action.
Cheating and Plagiarism
- Cheating is defined as the attempt, successful or not, to give
or obtain aid and/or information by illicit means in meeting any academic requirements, including examinations.
- Plagiarism is defined as the use, without proper acknowledgement, of the ideas, phrases, sentences, or
larger units of discourse from another writer or speaker.
Students are expected to know and abide by the policy as stated
in the University Catalogue and Student Handbook.
Attendance: The College of Arts & Sciences adheres to the following attendance policy: A total of six (6) class hours of absence will result in withdrawal with W, WP, or WF if within the designated withdrawal period, or with an automatic F if not. It is the student’s responsibility to initiate the withdrawal during the designated withdrawal period. Otherwise, an F will be issued at the end of the term. If a student leaves the class more than 30 minutes prior to the end of class this will be considered ½ of an absence.
Student Behavior: All Barry University students are expected to behave according to accepted norms that ensure a
climate wherein all can exercise their right to learn. Such norms are set forth in the undergraduate catalogue, under College of Arts & Sciences, Guidelines for Student Conduct and Academic Responsibility. Please be sure that you have read and understood that section. No faculty member will tolerate classroom behavior that violates these norms. Such behavior will be grounds for withdrawal from the class, judicial proceedings, or failure of the course. If warranted, students engaging in such behavior will be removed from class by security personnel and may be required to undergo counseling.
Accessibility Statement: Students with documented special learning needs may want to contact the Barry University
Office of Accessibility Services at (305) 899-3489.
Tentative Lecture Schedule
M Jan 13 Levels of Organization-Introduction to human anatomy; Terminology (Chapter 1)
W Jan 15 End of “Add/Drop” period; Chemical level of organization (Chapter 2),
F Jan 17 Cellular level of organization (Chapter 3)
M Jan 20 MLK Day- No Class
W Jan 22 Tissue level of organization (Chapter 4)
F Jan 24 Support and Movement -Integumentary System (Chapter 5)
M Jan 27 Integumentary system (continued)
W Jan 29 Begin bone tissue (Chapter 6) and review for exam
F Jan 31 EXAM I
M Feb 3 Bone Tissue (Chapter 6)
W Feb 5 Skeletal system (Chapters 7, 8)
F Feb 7 Joints (Chapter 9)
M Feb 10 Muscle Tissue (Chapter 10)
W Feb 12 Muscular System (Chapter 11)
F Feb 14 Muscular system (continued), Surface anatomy
M Feb 17 Class Outside-gym (alternative assignment in Biology resource room)
W Feb 19 Exam II
F Feb 21 Regulation, Integration, and Control-Nervous Tissue (Chapter 12)
M Feb 24 Brain and Spinal Cord Structure
W Feb 26 Spinal Nerves (Chapter 13)
F Feb 28 Brain & Cranial Nerves (Chapter 13)
M Mar 2 No Class; Spring Break
W Mar 4 No Class; Spring Break
F Mar 6 No Class; Spring Break
M Mar 9 Brain & Cranial Nerves (Chapter 13)
W Mar 11 Brain & Cranial Nerves; Autonomic Nervous System (Chapter 13, 14, 15), writing assignment due
F Mar 13 Somatic Sense Organs & Integrative Pathways, Special Sense Organs (Chapter 14)
M Mar 16 Review for exam
W Mar 18 Exam III
F Mar 20 Endocrine System (Chapter 17)
M Mar 23 Endocrine system (continued)
W Mar 25 Fluids and Transport-Cardiovascular System-Blood (Chapter 18)
F Mar 27 End W period; Cardiovascular System-Heart (Chapter 19)
M Mar 30 Cardiovascular System-Blood Vessels & Circulatory System (Chapter 20)
W Apr 1 Blood Vessels and Lymphatic System & Lymphoid Tissues (Chapter 21)
F Apr 3 Barry University STEM SYmposium
M Apr 6 Exam IV
W Apr 8 Energy, Maintenance, and Environmental Exchange-Respiratory System (Chapter 22)
F Apr 10 No Class- Easter break
M Apr 13 Respiratory System (continued)
W Apr 15 Digestive System (Chapter 23)
F Apr 17 Urinary System (Chapter 25)
M Apr 20 Urinary system (continued)
W Apr 22 Human Reproduction and Development-Male Reproductive System (Chapter 27)
F Apr 24 Female Reproductive System (Chapter 27)
M Apr 27 Reproduction (continued)
W Apr 29 Human Development (Chapter 28)
F May 1 Review for Final
M Dec 9 Final exam for section 01- Exam V
W Dec 11 Final exam for section 02-Exam V
GENERAL EDUCATION/DISTRIBUTION ASSESSMENT CHART
Physical/Biological Sciences
Course: Introductory Human Anatomy (BIO 220)
Physical/Biological Sciences Learning Goals
To develop an understanding of scientific concepts with emphasis upon scientific observation, scientific methods, analytical thinking, and scientific literacy.
Outcome(s)/Assignment
Course-Embedded Writing Assignment:
The student will have to critically read, interpret, and analyze a scientific biology text to produce a two (2) page paper using appropriate scientific terminology. The paper will compare and contrast the normal and abnormal anatomical condition of a human pathology related to human anatomy. The student is expected to discuss in detail the normal condition and to compare it to the diseased condition. The topic must be covered by the textbook, but external peer-reviewed sources may also be included (with proper references). The paper will be graded for clarity, organization, and writing, as well as scientific content and scientific accuracy. Satisfactory demonstration of this outcome will be indicated by an average score of 3 or higher on the assignment rubric.
Rubric
The rubric for this assignment is attached (see next page).
Grading Rubric for Distribution Requirements/General Education Assignment
Points = 5
Points = 4
Points = 3
Points = 2
Points = 1
Scientific literacy
[WebPages should not be used as references]
Points
Awarded:_____
The purpose of the writing is clear. The reader clearly understands the concepts and the significance of the data provided.
The purpose of the writing is sufficiently clear. The reader adequately understands the concept and the significance of the data provided.
The purpose of the writing is somewhat clear. The reader doesn’t fully understand some concepts and the significance of the data provided.
The purpose of the writing is not clear. The reader has minimal understanding of the concepts and the significance of the data provided.
The purpose of the writing is vague. The reader has no understanding of the significance of the information provided.
Written communication, spelling and grammar
Points
Awarded:_____
Writing is excellent, word usage, spelling, grammar and punctuation is excellent.
Writing is adequate sufficient use of wording, grammar and punctuation, very few errors.
Writing is satisfactory, average use of wording, grammar and punctuation, several errors.
Writing is below average, insufficient use of wording, grammar and punctuation, many errors.
Writing is poor, too many deficiencies in word use, grammar, punctuation and presentation.
Factual relevance and correctness of scientific observations
[Description of normal & disease condition]
Points
Awarded:_____
Scientific facts and observations are present, relevant and correct as stated.
Scientific facts and observations are present and mostly relevant and correct.
Scientific facts and observations are satisfactory but several are irrelevant or incorrectly stated.
Very few scientific facts or observations are present or correctly stated.
No relevant scientific facts or observations are present or correctly stated.
Scientific methods and organization
[References; diagnostic tool]
Points
Awarded:_____
Methods are defined explicitly using appropriate scientific terms. Organization is clear and logical. All issues are addressed thoroughly.
Methods are defined adequately. Organization is clear and logical but some issues are not addressed thoroughly.
Methods are defined satisfactorily. Organization is not as clear or logical and several issues are not addressed thoroughly.
Methods are not well defined. Organization is not very clear or logical and most issues are not addressed thoroughly.
Methods are not defined. Organization is neither clear nor logical.
Analytical thinking skills
[connection between normal & pathological condition]
Points
Awarded:_____
Concepts are clearly stated and expressed thoroughly; analysis is logical and complete
Concepts are stated and expressed adequately; analysis is mostly logical and complete.
Concepts are stated but not expressed thoroughly; analysis is logical but flawed in some places.
Concepts are minimally stated and not expressed thoroughly; analysis is not logical and flawed throughout.
Concepts are not stated or are unclear; analysis is absent.
Course Summary:
| Date | Details | Due |
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