Course Syllabus
Barry University
College of Arts and Sciences
Course Syllabus
Fall, 2022
Course Number: BIO 220 01, 07, 08, 09 (3 credits)
Course Title: Foundations in Human Anatomy
Required Text: OpenStax
Day/Time/Location: 01 MWF 8:00AM – 8:50 AM Siena 206
07 MWF 9:00AM – 9:50 AM Siena 206
08 MWF 10:00AM – 10:50 AM Siena 206
09 MWF 11:00AM – 11:50 AM Siena 206
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: 3-4, W, F: 12-1, Th 9:00-11:00 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: The course will introduce the student to the structures of the human body, their names, placement
within the body, and microscopic components. The structures will be introduced in such a way as
to prepare the student to understand how the structures complement the functions discussed in a physiology course.
Learning Outcomes & 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. 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.) Documented absences are medical emergencies (documented by a nurse or physician), deaths in the family ( documented by a newspaper announcement), court appearances, or absences related to athletic competition or participation in other university activities that require the student to be off-campus.
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.
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.
Accessibility Resources: The Office of Accessibility Services (email accessibilityservices@barry.edu) provides information, advocacy, and academic accommodations to students with documented disabilities. To register, call 305-899-3488. Barry University is committed to ensuring that students with physical and learning disabilities receive protections and equal access to programs and services as outlined by the 1990 Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. To be eligible for disability-related services, students must have a documented disability as defined by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. Web www.barry.edu/accessibility-services/
The Office of Accessibility Services at Barry University will arrange for any accommodations that are reasonable and do not compromise academic standards or places a prohibitive financial burden on the University.
Dean of Students: The Dean of Students is Dr. Mathew Cameron, he can be reached at (305) 899-3875, or emailed at his email mcarmeron@barry.edu. The list of services provided by this office can be obtained from the website is https://www.barry.edu/en/dean-of-students. Including, accommodations for Pregnant and/or Parenting Students to obtain adjustments to educational programs and activities.
Tentative Lecture Schedule
M Aug 22 Levels of Organization-Introduction to human anatomy; Terminology (Chapter 1)
W Aug 24 End of “Add/Drop” period; Chemical level of organization (Chapter 2)
F Aug 26 Cellular level of organization (Chapter 3)
M Aug 29 Tissue level of organization (Chapter 4)
W Aug 31 Support and Movement -Integumentary System (Chapter 5)
F Sep 2 Integumentary system (continued)
M Sep 5 Labor Day- No Class
W Sep 7 Begin bone tissue (Chapter 6) and review for exam
F Sep 9 EXAM I
M Sep 12 Bone Tissue (Chapter 6)
W Sep 14 Skeletal system (Chapters 7, 8)
F Sep 16 Joints (Chapter 9)
M Sep 19 Muscle Tissue (Chapter 10)
W Sep 21 Muscular System (Chapter 11)
F Sep 23 Muscular system (continued)
M Sep 26 Muscular system (continued)
W Sep 28 Review of muscle anatomy and function; Review for exam
F Sep 30 Exam II
M Oct 3 Regulation, Integration, and Control-Nervous Tissue (Chapter 12)
W Oct 5 Spinal Cord (Chapter 13)
F Oct 7 Spinal Nerves (Chapter 13)
M Oct 10 Brain & Cranial Nerves (Chapter 13)
W Oct 12 Autonomic Nervous System (Chapter 14, 15)
F Oct 14 Somatic Sense Organs & Integrative Pathways (Chapter 14)
M Oct 17 Special Sense Organs (Chapter 14)
W Oct 19 Review for Exam
F Oct 21 Exam III
M Oct 24 Endocrine System (Chapter 17)
W Oct 26 Endocrine system (continued)
F Oct 28 Fluids and Transport-Cardiovascular System-Blood (Chapter 18), writing assignment due
M Oct 31 Cardiovascular System-Heart (Chapter 19)
W Nov 2 Cardiovascular System-Blood Vessels & Circulatory System (Chapter 20)
F Nov 4 Blood Vessels (Chapter 20); last day to withdraw
M Nov 7 Lymphatic System & Lymphoid Tissues (Chapter 21)
W Nov 9 Respiratory System (Chapter 22); Review for exam
F Nov 11 Exam IV
M Nov 14 Energy, Maintenance, and Environmental Exchange-Digestive system (Chapter 23)
W Nov 16 Urinary system-Chapter 25
F Nov 18 Human Reproduction and Development-Male Reproductive System (Chapter 27)
M Nov 21 Female Reproductive System (Chapter 27)
W Nov 23 No Class- Fall Holiday
F Nov 25 No Class-Thanksgiving Holiday
M Nov 28 Reproduction (continued)
W Nov 30 Human Development (Chapter 28)
F Dec 2 Review for Final exam
M Dec 5 Final Exam, section 01 (8:00-8:50 am)
Final exam, section 08 (10:00-10:50 am)
W Dec 7 Final Exam, section 07 (9:00-9:50am)
Final Exam, section 09 (11:00-11:50am)
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GENERAL EDUCATION/DISTRIBUTION/PSR ASSESSMENT CHART BIO 220 |
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Physical/Biological Sciences Learning Goals
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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.
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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.
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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. |
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Rubric |
The rubric for this assignment, including both General Education/ Distribution and PSR traits, is attached.
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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,
- ____/5 points, Format/General: by following the guidelines for formatting, including information about the author of this assignment (student), and the course.
- Name is included (1 pt)
- Date is included (1 pt)
- Course Number, Name and Section Number is included (1 pt)
- Major (1 pt) Ex., Biology, Biochemistry, Pre-nursing, Sports Science, Forensic Photography, Undecided.
- Specific Career goal (1 pt) Ex. Primary Care Physician, Pediatrician, Nurse Anesthesiologist, Emergency Room Nurse, Athletic Trainer, Veterinarian, Dentist, Physician Assistant, Undecided.
- ____/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.
- 5 points, clearly and correctly distinguishes 5 differences of similarities in the bones
- 4 points, clearly and correctly distinguishes 4 differences of similarities in the bones
- 3 points, clearly and correctly distinguishes 3 differences of similarities in the bones
- 2 points, clearly and correctly distinguishes 2 differences of similarities in the bones
- 1 point, clearly and correctly distinguishes 1 differences of similarities in the bones
- ____/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.
- 5 points – states at least 5 ethical points/concepts from the paper.
- 4 points – states at least 4 ethical points/concepts from the paper.
- 3 points – states at least 3 ethical points/concepts from the paper.
- 2 points – states at least 2 ethical points/concepts from the paper.
- 1 point – states at least 1 ethical point/concept from the paper.
- ____/5 points Ethical Personal Responsibility by describing in one paragraph, the student’s own 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).
- 5 points – described views clearly, and rationally
- 3 points – described either clearly or rationally
- 1 point – described neither clearly nor rationally
- ____/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?
- 5 points – argument is clear and rational and the argument is defended logically
- 3 points– argument has at least 1 of these components (clear, rational, logically)
- 1 point – argument is not made.
Course Summary:
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