Barry University

College of Arts and Sciences

Course Syllabus

Spring, 2022

 

 

 

All students, faculty, and staff are required to wear a face covering in shared indoor spaces at all Barry University locations. Please have your mask in place before you enter the classroom. Wearing masks is one of the ways we can protect one another and create a safe shared space. 

 

Course Number:            BIO 220 02, 03       (3 credits)      

Course Title:                 Foundations in Human Anatomy

Required Text:              OpenStax                                

 

Day/Time/Location:       02         MWF   8:00AM – 8:50 AM          Siena 102

            03         MWF   9:00AM – 9:50 AM          Siena 102

                                   

Instructor:                     Laura Mudd, PhD.

Office:                          Siena 332

Office Telephone:          (305) 899-3204              E-mail:  lmudd@barry.edu

 

Office Hours:                All office hours will be held in Siena 332. 

I will be available M: 2-3, T 10-12, W, F: 11-12 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: 

1. Knowledge and Truth
2. Inclusive Community
3. Social Justice
4. 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, remote methods of learning, 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. Exams will be taken during class and will be timed.  To exhibit the capacity to “employ the scientific method, make observations, and demonstrate scientific literacy”, students will complete the Course-Embedded Writing Assignment. The assignment is a written “essay” with 5 paragraphs (if you include an introductory paragraph) including the following elements. 

• Write one paragraph comparing bones between the mink and human (since this is our animal model in the lab)
• Read a provided scientific paper and describe in one paragraph the author’s point of view on the ethics and use of animal dissection
• Describe in one paragraph, the student’s views on the ethics of using the life an animal to learn anatomy (argument can be in agreement or disagreement with the author of the scientific paper, but it should refer to the scientific paper as comparison)
• Describe in one paragraph how the mink contributes to the learning of human anatomy and how it will help the student achieve individual career goals. 

Students with a cumulative average of 90% or greater on the first four exams and writing assignment 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% (22.55 points each)

                                                Writing assignment                    10%

                                                                                               

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.)

 

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

1. 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.

1. 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.

 

 

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.

 

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.

 

Attendance Policy:

The College of Arts and Sciences adheres to the following attendance policy: A total of 6 class hours of absence will result in withdrawal with W, 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.

COVID-19 Related Issues

Students who are experiencing symptoms, have been diagnosed with COVID-19, or who are not fully vaccinated and have been exposed to someone diagnosed COVID-19 positive must complete the COVID-19 Initial Notification Form (https://www.barry.edu/prepare/covid-19/notification.html).You should not attend class if you meet any of the criteria that requires submission of a Notification Form. Contact your course instructors and inform them of your status. If you receive notification from the contact tracer that indicates you should not attend class, forward this information to your class instructors. Your instructors will develop a plan that will help you keep up-to-date with the course content and assignments. Stay in close communication with your instructors during the entire time you may have to be absent from class.

  Accessibility Statement:. Students with documented special learning needs may want to contact the Barry University Office of Accessibility Services 305-899-3489.

 

Tentative Lecture Schedule

M         Jan 10              Levels of Organization-Introduction to human anatomy; Terminology (Chapter 1)                                         

W         Jan 12              End of “Add/Drop” period; Chemical level of organization (Chapter 2)

F          Jan 14              Cellular level of organization (Chapter 3)

                                   

M         Jan 17              Martin Luther King Day- No Class

W         Jan 19              Tissue level of organization (Chapter 4)  

F          Jan 21              Support and Movement -Integumentary System (Chapter 5)

           

M         Jan 24              Integumentary system (continued)

W         Jan 26              Begin bone tissue (Chapter 6) and review for exam

F          Jan 28              EXAM I            

 

M         Jan 31              Bone Tissue (Chapter 6)

W         Feb 2                Skeletal system (Chapters 7, 8)

F          Feb 4                Joints (Chapter 9)                     

 

M         Feb 7                Muscle Tissue (Chapter 10)

W         Feb 9                Muscular System (Chapter 11)  

F          Feb 11              Muscular system (continued)                 

 

M         Feb 14              Muscular system (continued)

W         Feb 16              Review of muscle anatomy and function; Review for exam                 

F          Feb 18              Exam II           

 

M         Feb 21              Regulation, Integration, and Control-Nervous Tissue (Chapter 12)

W         Feb 23              Spinal Cord (Chapter 13)

F          Feb 25              Spinal Nerves (Chapter 13)

 

M         Feb 28              Brain & Cranial Nerves (Chapter 13)      

W         Mar 2                Autonomic Nervous System (Chapter 14, 15)                 

F          Mar 4                Somatic Sense Organs & Integrative Pathways (Chapter 14)

 

M         Mar 7                Spring Break               

W         Mar 9                Spring Break              

 F         Mar 11              Spring Break               

 

M         Mar 14              Special Sense Organs (Chapter 14)       

W         Mar 16             Review for Exam

 F         Mar 18              Exam III

 

M         Mar 21              Endocrine System (Chapter 17) 

W         Mar 23              Endocrine system (continued)

F          Mar 25              Fluids and Transport-Cardiovascular System-Blood (Chapter 18), writing assignment due

                                                                                   

M         Mar 28              Cardiovascular System-Heart (Chapter 19)

W         Mar 30              Cardiovascular System-Blood Vessels & Circulatory System (Chapter 20)

F          Apr 1                Blood Vessels (Chapter 20)

           

M         Apr 4                Lymphatic System & Lymphoid Tissues (Chapter 21)

W         Apr 6                Review for exam

F          Apr 8                Exam IV

 

M         Apr 11               Respiratory System (Chapter 22); Energy, Maintenance, and Environmental Exchange-Digestive

system (Chapter 23)     

W         Apr 13               Urinary system-Chapter 25      

F          Apr 15               No Class-Easter Holiday       

 

M         Apr 18               Human Reproduction and Development-Male Reproductive System (Chapter 27)

W         Apr 20               Female Reproductive System (Chapter 27)

F          Apr 22               Reproduction (continued)                      

                       

M         Apr 25               Human Development (Chapter 28)

W         Apr 27               Human Development (continued)

F          Apr 29               Review for Final exam

 

M         May 2               Final Exam, section 02            (8:00-9:00 am)

W         May 4               Final Exam, section 03            (8:00-9:00am)

                                   

GENERAL EDUCATION/DISTRIBUTION/PSR ASSESSMENT CHART BIO 220
Physical/Biological Sciences Learning Goals	All courses which satisfy the University General Education/Distribution requirements in Biology meet the following learning goal(s):   To develop an understanding of scientific concepts with emphasis upon scientific observation, scientific methods, analytical thinking, and scientific literacy.
Personal Social Responsibility Learning Goal	Ethical and moral reasoning (ER):  Outcome 1. Students take responsibility for their own learning and development, acting ethically to achieve personal growth.
Outcome(s)/ Assignment	To assess these goals, the student will complete the Course-Embedded Writing Assignment: o    The assignment is a written “essay” with 5 paragraphs (if you include an introductory paragraph) including the following elements. o    Write one paragraph comparing bones between the mink and human (since this is our animal model in the lab) o    Read a provided scientific paper and describe in one paragraph the author’s point of view on the ethics and use of animal dissection o    Describe in one paragraph, the student’s views on the ethics of using the life an animal to learn anatomy (argument can be in agreement or disagreement with the author of the scientific paper, but it should refer to the scientific paper as comparison) o    Describe in one paragraph how the mink contributes to the learning of human anatomy and how it will help the student achieve individual career goals.   Satisfactory demonstration of this outcome will be indicated by a score of 3 0r higher in the assignment rubric.
Rubric	The rubric for this assignment, including both General Education/ Distribution and PSR traits, is attached.

 

 

 

 

 

 

 

 

PSR/Gen Ed Assignment Rubric

 

Student’s Name: _________________________       Semester/Year: ____________                      Grade: _______

Professor: _______________________________      Course/Section: ____________

 

Development of Scientific Concepts by Scientific Observation and Ethical Use of Animal Models

This rubric to be used in BIO 220 Introduction to Human Anatomy and BIO 230 Human Anatomy Lectures

 

Purpose of Assignment: to develop scientific practices by using an animal model for scientific observation of anatomical structures, scientific analysis of similarities and differences, while developing ethical personal responsibility to learn human anatomy from an organism that was once alive. This assignment meets the following criteria,

PSR Component: Students take responsibility for their own learning and development, acting ethically to achieve their goals and aspirations.

General Education Requirement: Physical/Biological Sciences Learning Goal, to develop an understanding of scientific concepts with emphasis upon scientific observation, scientific methods, analytical thinking and scientific literacy.

 

The student will demonstrate skills,

1. ____/5 points, Format/General: by following the guidelines for formatting, including information about the author of this assignment (student), and the course.
   1. Name is included (1 pt)
   2. Date is included (1 pt)
   3. Course Number, Name and Section Number is included (1 pt)
   4. Major (1 pt) Ex., Biology, Biochemistry, Pre-nursing, Sports Science, Forensic Photography, Undecided.
   5. Specific Career goal (1 pt) Ex. Primary Care Physician, Pediatrician, Nurse Anesthesiologist, Emergency Room Nurse, Athletic Trainer, Veterinarian, Dentist, Physician Assistant, Undecided.
2. ____/5 points, Analytical Thinking and Scientific Observation by writing one paragraph comparing bones between the mink and human, (Ex. Number, missing, extra, orientation of skull) the lecture/lab book, plastic models, library resources, etc. can be used.
   1. 5 points, clearly and correctly distinguishes 5 differences of similarities in the bones
   2. 4 points, clearly and correctly distinguishes 4 differences of similarities in the bones
   3. 3 points, clearly and correctly distinguishes 3 differences of similarities in the bones
   4. 2 points, clearly and correctly distinguishes 2 differences of similarities in the bones
   5. 1 point, clearly and correctly distinguishes 1 differences of similarities in the bones
3. ____/5 points, Scientific Literacy by reading provided scientific paper and describing in one paragraph, the author’s point of view on the ethics and use of animal dissection.
   1. 5 points – states at least 5 ethical points/concepts from the paper.
   2. 4 points – states at least 4 ethical points/concepts from the paper.
   3. 3 points – states at least 3 ethical points/concepts from the paper.
   4. 2 points – states at least 2 ethical points/concepts from the paper.
   5. 1 point – states at least 1 ethical point/concept from the paper.
4. ____/5 points Ethical Personal Responsibility by describing in one paragraph, the student’s views on the ethics of using the life an animal to learn anatomy (your argument can be in agreement or disagreement with the author of the scientific paper, but it should refer to the scientific paper as comparison).
   1. 5 points – described views clearly, and rationally
   2. 3 points – described either clearly or rationally
   3. 1 point – described neither clearly nor rationally
5. ____/5 points Ethical Personal Responsibility by describing in one paragraph, how does the mink contribute to your learning of human anatomy and how it will help you achieve your career goals?
   1. 5 points – argument is clear and rational and the argument is defended logically
   2. 3 points– argument has at least 1 of these components (clear, rational, logically)
   3. 1 point – argument is not made.