Course Syllabus
Barry University
College of Arts and Sciences
Course Syllabus
Spring 2021
Course Number: BIO 475 01 (3 credits)
Course Title: Seminar
Required Text: Handouts in class
Day/Time/Location: MWF 9:00AM – 9:50 AM Twohig 107
Instructor: Laura Mudd, PhD.
Office: Siena 328
Office Telephone: (305) 899-3204 E-mail: lmudd@barry.edu
Office Hours: All office hours will be held remotely. Hours are available online through WebEx
(https://barryuniversity.webex.com/meet/lmudd). I will be available MW: 2-3 and Th:11-1, and F 12-1. (or by appointment)
Course Description: BIO 475, Seminar, is a capstone course for any Biology major involving presentation of reports, discussions, lectures, and papers on selected topic(s) in biology. Prerequisite: At least 12 credits of Biology including BIO 110 and BIO 111 and at least one 300‑level BIO course.
Credit Hour Policy: According to the Barry University Credit Hour Policy for a traditional lecture course: “One semester credit hour is awarded for one contact hour (50 minutes) of classroom or direct faculty instruction and a minimum of two hours (120 minutes) of out-of-class student work each week for 15 weeks.” Because BIO 475 is a 3-credit-hour traditional lecture course, it will meet three times per week for a 50 minute live lecture. In addition, regular assignments, studying, and preparing for exams are expected to consume a minimum of 6 hours of out-of-class time every week.
Relationship of Course to University Mission: BIO 475, Seminar, is an upper level course principally intended for senior level Biology majors to fulfill the Capstone requirement for either the BIOT (General Biology) or the BIOP (Biology, Pre-Professional) track. This course 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 4 core commitments include:
1.Knowledge and Truth
2.Inclusive Community
3.Social Justice
4.Collaborative Service
This BIO 475 course addresses the commitment to knowledge and truth by exposing students to “development of solutions that promote the common good” as students integrate various topics covered throughout the undergraduate Biology curriculum at Barry University with the examination of research on a specific biological topic. Students will demonstrate “respect for self and others” as they sometimes work together in groups to achieve learning outcomes, and work individually to present an oral presentation to their peers and to the Biology Faculty. Students will be exposed to “a global world view” of biology, and its applications in the natural sciences as they learn about how biology affects mankind, down to the cellular and molecular level. The course addresses some of the fundamental questions about living organisms, and challenges students to explore a research question based on the course material examined throughout the semester. The course also exposes students to important current theories and applications in the biological sciences; this supports the “intellectual life”, emphasizing “life-long learning
and growth and development”. By pursuing scholarly presentation and critical analysis of current research topics in the field, the course teaches students how to become competent professionals in the biological and/or biomedical sciences. A variety of topics are explored, while always encouraging and respecting the student’s individual views and opinions. Religious and ethical issues in Biology are considered and discussed.
Course Objectives: Students who successfully complete this BIO 475 course will demonstrate an adequate understanding of how the major concepts taught in the Biology curriculum at Barry University are incorporated into research that attempts to answer a major question in Biological Sciences. During the course, students will:
- Become familiarized with different types of current scientific literature and learn how to use selected biomedical search resources on the Internet.
- Understand how the Scientific Method has been used to answer major questions in Biological Sciences.
- Become familiarized with current progress in the Biological Sciences at the molecular-, cellular- histological-, organ- and system-level.
- Increase analytical and critical thinking skills by reading, interpreting, and discussing current scientific journal articles in Biological Sciences.
- Be able to write and present different types of scientific “reports” in a scholarly fashion, based on both primary and secondary resources.*
- Understand and explain the importance of ethical conduct in research including: the care and use of nonhuman animals in biomedical research; the involvement of special classes of subjects in research and the protections against risk for human subjects in research.
* Reading, interpretation, and communication of scientific literature will be reinforced with the Capstone Individual Oral Presentation Assignment.
Learning Outcomes: It is expected that upon completion of this course, students will be able to:
- Evaluate the role of various major model organisms in the biological and/or biomedical sciences (in vivo, in vitro, and ex vivo), and how the use of model organisms in research is relevant to our understanding human diseases.
- Discuss and explain ethical principles that govern the use of animal and human subjects in scientific research.
- Search related topics by using biomedical resources on the Internet, with a focus on the use of PubMed. Students will present the findings of such a search with two Annotated Bibliography assignments.
- Create and present a scientific poster and deliver a professional scientific oral presentation of a published research manuscript.
- Evaluate and intellectually discuss lectures by leading researchers in cell or molecular biology
Skill Components: The course requires that students read textbooks, reference books, journal articles, lecture notes and additional material before class. In addition, students must have the ability to read, describe and interpret pictures and mathematical graphs, the ability to perform basic arithmetic functions, the ability to listen to oral presentations and attend scheduled lectures, the ability to write additional notes, and to take written exams during the allotted time. In addition, the student should also be able to readily access computer-based websites including Canvas to complete some assignments online.
Learning Methods: Classroom lectures will be presented using PowerPoint slides, discussions, and videos. The course will utilize Canvas to post grades, and to share lecture notes, assignment directives, and other class material as indicated. The student is responsible for checking Canvas announcements and their Barry emails daily. (***The instructor will assume that any announcement posted on Canvas has been read by students within 24 hours of posting***)
Academic Dishonesty Policy:
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 acknowledgment, 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.
Disability Statement:
Students with documented special learning needs may want to contact the Barry University Office of Accessibility Services 305-899-3489.
E-mail Rules and Etiquette: Start your email with either “Professor _____” or “Dr. ______”, and make
sure to indicate the e-mail topic in the subject line as well as your course and section.
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 and 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.
Course Requirements:
This course will be graded using a point system. There will be a total of 100 cumulative points offered for the course, to be broken down as follows:
To evaluate the student’s ability to memorize, comprehend and analyze material discussed in class, Power Point ® presentations, journal papers and discussions, students will take 2 written exams during the semester. Each exam will be delivered in the form of multiple choice and/or short answer questions as a “closed-book” exam during class time. Two exams, 20 points each. 40 points total.
To demonstrate the ability to using the scientific method with an appreciation of ethical application of research models, students will prepare, upload, and present orally a poster of a published scientific paper. 10 points.
To evaluate the student’s ability to research literature, find appropriate and related articles and write a bibliography in the appropriate format, students will complete two Annotated Bibliographies: Two bibliographies, 10 points each. 20 points total. Specific instructions and grading rubric will be provided.
To evaluate the student’s ability to read, comprehend, analyze and discuss assigned reading materials, students will be evaluated on their assigned role of “discussion leader” for specific research figures and articles: 1 figure, 1 paper; 10 points each; 20 points total. Specific instructions and grading rubric will be provided. Discussions will occur throughout the semester.
To evaluate the student’s ability to read, comprehend, analyze, organize, discuss and present primary scientific literature, students will prepare and present the Capstone Individual Oral Presentation that will be evaluated by members of the Barry University Biology Faculty. 10 points total. Specific grading rubric is attached to this syllabus. Capstone Individual Oral Presentations will occur at the end of the semester.
Assignments will be submitted to plagiarism-analysis software; an assignment that has been over 33% plagiarized will receive a grade of zero ‘0’ and the student may be reported to his/her academic unit..
Grading:
Note: **At any time during the semester, the student can calculate their current approximate grade average by using the following formula:
POINTS EARNED________
TOTAL POINTS OFFERED x 100
Grading Scale: A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 0-59%
The final grade will be rounded to the nearest integer (For example, 89.5 or higher =’A’; 89.4 or lower = ‘B’ (DO NOT BEG FOR EXTRA POINTS THAT YOU HAVE NOT EARNED!!!).
Late work policy:
For any assignment to be submitted through Canvas: THERE WILL BE NO LATE SUBMISSIONS ACCEPTED FOR ANY REASON!! The window for every assignment submission link will be open for a minimum of 48 hours, so there should be no reasonable excuse for failing to submit on time. It is the student’s responsibility to send assignments properly, and as instructed, through Canvas. The student is responsible for making sure the assignment was received electronically, and on time. Word to the wise: submit EARLY and verify that the document was received on Canvas.
For all other assignments or exams: The “excused absence” policy applies. If a written excuse is provided for any of the 4 excused absence scenarios (see above absence policy), students will be allowed to make up exams or assignments, or turn them in at an agreed upon later date. All assignments or exams must be made up or completed within 7 days of the student’s return from the excused absence. After 7 days, the student will not be allowed to make up any missed assignments or exams, and will receive a grade of zero.
Grade challenge policy: Challenges to an exam or assignment grade must be presented to Dr. Mudd within 7 days of the given grade being posted on Canvas. After this time has elapsed, no challenges will be considered. Discussions of grades and grade challenges must be done in person, either during office hours or during a scheduled appointment. Dr. Mudd will not carry out any grade discussions over email. Graded exams will not be handed out during class time; students may look over graded exams during Dr. Mudd’s scheduled office hours.
FlexLearning: In response to the current health crisis, Barry University has implemented a FlexLearning model for Spring 2021. This means that students attending in-person and remotely can engage in the same class at the same time, via videoconferencing. Some students have opted for “fully remote” participation in this class, some may encounter quarantine or other health-related circumstances that require them to participate remotely for certain periods, and depending on the size of the class, some students will have to alternate between in-person and remote attendance as per social distancing standards.
In some cases, the instructor will be teaching remotely. In-person attendance may be offered when the remote instructor is assisted by a classroom facilitator.
Regardless of the reason, students participating remotely should attend all sessions at the scheduled times or as directed by the instructor, via videoconference. The course Canvas site includes all information and links to scheduled meetings, needed devices/technology, assignment due dates, and all other requirements for remote student learning.
In person Attendance and Physical Distancing: In order to maintain a safe number of persons present in each classroom at any given time, and depending on the number of students in your class, the instructor may divide students into groups and establish a schedule outlining which group should attend class in person on which days, and who should attend remotely. This schedule will be posted on the Canvas site.
Students participating remotely, whether due to scheduling or personal health concerns, should keep up-to-date with the course schedule for “remote” students each class session, and complete the activities outlined. All needed instructions and information will be posted on Canvas. Students should connect to each class session at the scheduled time, using the Webex or Zoom link provided on Canvas.
Attendance Policy:
Students should not attend in-person instruction at any University campus or location when they feel sick, have flu-like or cold symptoms, or are engaging in self-quarantine due to contact with someone diagnosed COVID-19 positive or with possible exposure to COVID-19. Students should self-report COVID-19 symptoms, flu-like or cold symptoms via the COVID-19 Initial Notification Form.
Students are expected to familiarize themselves with the syllabus for each course to and understand the instructor’s expectations for attendance, participation, and submission of assignments. Depending on the learning format, absences may take the form of failure to attend or join scheduled synchronous remote class sessions; failure to participate in remote class activities, whether synchronous or asynchronous; or failure to meet the deadlines for the submission of an assignment or assessment.
Absences relating to COVID-19 will be excused by the course instructor. Students must contact the course instructor and/or the Dean of Students for accommodations and assistance. Students, if they are able, should keep up with classwork and submit assignments through Canvas or though other methods as indicated by course instructors. Students should make diligent attempts to stay in regular communication with their instructors. In partnership with instructors, students should reschedule exams, lab and studio work, and other critical assignments in a timely manner.
Course instructors will not require students to provide any documentation of illness that has led to absences or missing deadline dates for assignments/tests. Documentation may be required for other types of absences such as: death in the immediate family, scheduled participation in varsity sports activities or academic conferences, and court appearances. Instructors will work with the student in a collaborative manner to support the flexible learning environment that is required to deal with the current crisis.
Disability Statement:.
Students with documented special learning needs may want to contact the Barry University Office of Accessibility Services 305-899-3489. Accommodations might include: Adaptive technology, enlargers, textbook scanning, e-book adaptation.
Acknowledgement of Class Recording
Virtual/remote courses may be recorded audio-visually for students to refer back to and for enrolled students who are unable to attend live. Students who participate with their camera turned on or who utilize a profile image are agreeing to have their video or image recorded. Students who un-mute during class and participate orally are agreeing to have their voices recorded. Students who do wish not to be recorded should not use a profile and should keep their camera off and/or their mute button activated throughout the duration of class. The “chat” button feature may be used during the live class to interact with the faculty member and other enrolled students and to type questions or comments. Presence in class may be known and documented through use of name, University email addresses or electronic identifier. I understand that my consent here is independent of and separate from any other directive or consent I may have given to the University with regard to the release of my voice or likeness (such as for the release of Directory Information).
FERPA
Students are expressly prohibited from recording any part of this course. Meetings of this course might be recorded by the University. Any recordings will be available to students registered for this class as they are intended to supplement the classroom experience. Students are expected to follow appropriate University policies and maintain the security of passwords used to access recorded lectures. Recordings may not be reproduced, shared with those not in the class, or uploaded to other online environments. If the instructor or a Barry University officer plans any other uses for the recordings, beyond this class, students identifiable in the recordings will be notified to request consent prior to such use.
Tentative Lecture Schedule
Week of
Jan 11-15 Course Introduction, Review of the scientific method, Introduction to types of
scientific literature
W Jan 15 End of “Add/Drop” period;
M Jan 18 MLK Day- No Class
Jan 20-22 Scientific literature search, Animal Models for research, In vivo, In vitro,
ex vivo research models
Jan 25-29 Preparation of annotated bibliography, Preparation of scientific posters, Ethical
considerations in research. Explanation of Figure Analysis Discussion (starts
next week)-First Figure Discussion- Professor
Poster topic Due by Friday, Jan 29 at midnight.
Assignment of discussion leaders for figure discussions- posted on Canvas
Assignment of poster presentation dates-posted on Canvas
Feb 1-5 Analysis of figures, charts, tables and graphs in scientific literature. Annotated
bibliography #1 due on Canvas Feb 7 before midnight. (10%)
Feb 8-10 Analysis of figures, graphs, tables and charts in scientific literature (continued) - General Analysis of Primary Research Papers (10%)
F Feb 10 In class Exam 1 (20%)
Feb 15- 19 General Analysis of Primary Research Papers (continued). How to deliver an oral
presentation. Poster file due uploaded to Canvas by Saturday, February 20
before midnight
Feb 22-26 Poster Presentation week- 5 presentations each day (10%)
Mar 1-5 No Class; Spring Break
Mar 8-12 Introduction to Focus Topic. Assignment of discussion leaders for paper
discussions posted on Canvas
Mar 15-19 Research paper analysis and discussions. Professor begins first discussion
Mar 22-26 Student-led Research paper analysis and discussions (10%)
Mar 29-Mar 31 Research paper analysis and discussions
F Apr 2 No Class- Easter break
Apr 5-9 Research paper analysis and discussions. Annotated bibliography #2 due on
Canvas Saturday, April 11 at midnight (10%)
Apr 12-16 Research paper analysis and discussions. Draft of oral presentation due on
Canvas by Saturday, April 17 at midnight.
Apr 18-22 Discussion of Oral Scientific presentations. Begin capstone oral presentations.
(10%)
Apr 26-30 All week-individual student Capstone oral presentations
W May 5 In class Exam 2 (20%)
Seminar Annotated Bibliography
The student should choose a topic and find at least 10 appropriate primary, secondary, tertiary or gray literature citations directly related to the topic. The topic must be on a particular model system to be presented in the poster presentation (for the first annotated bibliography) and on the final Seminar topic (for the second). The topic (and poster presentation) should NOT be one that has previously been presented by the student. For each citation done in APA style there should be a short (150 words or fewer) annotation afterward discussing the credentials of the author(s), the intended audience, a short description of the main point(s) of the work, and a short description of which aspect of the work the student feels adds most to the topic he/she is presenting in the poster.
Example APA format:
Journal article:
Author, A., Author, B., Author, C. (Publication Year). Article title. Journal title. Volume(issue),pp-pp.
Book:
Author, A. (Year of publication). Title of work. Publisher City, State: Publisher.
[Website:
Author, A. (Year, month, date of publication). Article title. Retrieved from URL] Not Allowed
Grading rubric for Annotated Bibliography
At least 10 peer-reviewed primary, secondary references, scholarly books, or gray literature on a specific topic ____ (1)
All references cited as per APA style ____ (1)
No spelling, grammatical, or punctuation errors ____ (1)
Concise annotation describing the author’s credentials for each article or book ____ (1)
The intended audience for each article or book ____ (2)
A short explanation of each article or book ____ (2)
A description of what this article or book adds to the topic/discussion ____ (2)
Figure Analysis Discussions (and grading rubrics)
You will be assigned a day in class to lead one Figure Analysis Discussion. You will have only 10 minutes for the ENTIRE discussion. You may earn a total of 10 points.
Come prepared to lead the discussion on your figure on your assigned day.
- Start by projecting the paper’s title page with abstract on the screen.
- Using the title page, explain the following to the class:
- Introduce the title of the paper and the main research question explored by the paper (1 point) ____
- Point out the information in the abstract that specifically relates to the figure (1 point) ____
- Explain (using the abstract) what the author’s specific conclusions were (1 point) ____
- Next, project the figure onto the screen (using the student handout pdf). Using the teacher materials, prompt the discussion about
- What specific type of graph it is
- Applicable axes and what they mean (X/Y)
- Specific shapes for data points or specific lines/bars
- Error bars, if included in figure
If all aspects of the graph are adequately discussed as per the teaching materials (4 points) ____
- Keeping the graph up on the screen, lead the discussion about the interpretation of the data as outlined in the teacher materials.***NOTE THAT DUE TO YOUR TIME LIMIT. YOU SHOULD PICK OUT THE MOST IMPORTANT/APPLICABLE QUESTIONS ON INTERPRETATION OF THE DATA*** (Don’t get caught with any long ethical discussions about opinion items-keep it to strict scientific interpretation of the data unless you have time after you discuss the data)
If interpretation of the data is adequately discussed (2 points ____
- Did you complete the discussion in 10 minutes or less? (1 point) ____
Seminar Journal Club Assessment
Name of Student Presenter: _____________________________
Title of paper: _______________________________________
Date: ___________________________________________________
Instructions: Write your name on the back of this assessment. When listening to your classmates giving their presentations, please be respectful, attentive, and assess the presentation according to the standards you would expect for a Senior level presentation.
- What is the background/summary of what was described in Introduction? _____/5
- What is the purpose of the study? _____/5
- What methods were used in the study? Were they explained clearly? _____/5
- Are technical terms defined so that the audience could describe the Methods in plain English if asked to do so? _____/5
- What was assessed/measured in graphs and figures? _____/10
- What were the results of the study? Was this explained clearly so that you could re-draw the graphs and explain them? _____/10
- What were strengths and weaknesses of the study (ie. Study design, appropriateness of the method(s), relevant study group, sufficient sample size, appropriate study conduct, data gathering, subject follow-up, influences of bias, method of analysis, discussion, references current?, references comprehensive?) Are the results valid? _____/10
- Do the conclusions follow logically from the design and results? _____ _____/5
- How does this study relate to current practice (why is the study important)? _____/10
- Are future studies planned? _____What are they? _____/10
- Was the presentation organized?_____ _____/5
- Could the presentation be heard (speaker speaking loudly and slowly enough for audience to follow)?_____ _____/10
- Did the presenter lead a discussion of the paper that effectively engaged other students in the class? List some topics that were discussed. _____/10
_____/100
Senior Oral Presentation grading rubric
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Assessment
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Introduction (15 points): o Is the speaker presenting the introduction in an engaging manner? o Is content presented in a logical manner? o Is the introduction closely related to the topic of the presentation (hypothesis)? o Is the introduction at the appropriate level for the audience? |
Meets all 4 criteria
15 |
Meets 3 out of 4 criteria.
12 |
Meets 2 out of 4 criteria.
9 |
Meets 1 out of 4 criteria.
6 |
Has an introduction, but does not meet any criteria.
3 |
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Results (30 points): o Are the research data reported at the appropriate level for the audience? o Are the research data reported closely related to the hypothesis? o Are they organized on the slides in a logical pattern? o Are the data explained clearly and completely (including description of relevant figure elements)? |
Meets all 4 criteria
30 |
Meets 3 out of 4 criteria.
24 |
Meets 2 out of 4 criteria.
18 |
Meets 1 out of 4 criteria.
12 |
Has results section, but does not meet any criteria.
6 |
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Summary/Conclusion/Questions (15 points): o Is the summary or conclusion supported by the presented material? o Is it presented in a logical manner? o Does the summary include broader implications or future directions? o Does the student answer questions appropriately? |
Meets all 4 criteria
15 |
Meets 3 out of 4 criteria.
12 |
Meets 2 out of 4 criteria.
9 |
Meets 1 out of 4 criteria.
6 |
Has a summary/ conclusion, but does not meet any criteria.
3 |
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Presentation performance (20 points): o Does the student speak loudly and clearly? o Does the student refrain from reading from slides or screen (well-rehearsed)? o Does the student face the audience/ speak confidently? o Is the oral presentation professionally delivered (including professional dress)? |
Meets all 4 criteria
20 |
Meets 3 out of 4 criteria.
16 |
Meets 2 out of 4 criteria.
12 |
Meets 1 out of 4 criteria.
8 |
Presentation was delivered, but does not meet any criteria.
4 |
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Graphics/Other (20 points): o Are the figures on the slides clear and visible? o Is the text on the slides clear, visible, and succinct? o Are the slides of high quality (professional and aesthetically pleasing)? o Are they useful to the speaker in illustration of points? |
Meets all 4 criteria
20 |
Meets 3 out of 4 criteria.
16 |
Meets 2 out of 4 criteria.
12 |
Meets 1 out of 4 criteria.
8 |
Presentation has graphics, but they do not meet any criteria.
4 |
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TOTAL SCORE: |
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Course Summary:
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