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UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: BSC 350
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Extended Campuses
4. Academic Unit:
3
Department of Arts and
Sciences
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
1. Describe the historical background and development of genetic concepts.
2. Describe the differences between transmission genetics, molecular genetics, population genetics
and evolutionary genetics.
3. Analyze genetic data to determine the modes of inheritance and predict outcomes in future
generations.
4. Calculate genetics predictions using Hardy-Weinberg equations, Punnett-squares, estimate
responses to selection using quantitative genetic analysis, two and three point test-crosses,
variances and standard deviations
5. Compare and contrast the various theories of how new species form and the molecular role of
inheritance.
6. Identify the factors that play a role in the process of evolution and understand the genetic basis of
evolutionary change.
7. Be conversant with genetic vocabulary.
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 will contribute to the degree requirements of the environmental and biological science
degree and can be used as a course to satisfy the liberal arts requirements of scientific inquiry for
other degrees.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2014
8. Long course title: Classical and Molecular Genetics
(max 100 characters including spaces)
9. Short course title: Classical Molecular Genetics
(max. 30 characters including spaces)
Effective Fall 2012
10. Catalog course description (max. 60 words, excluding requisites):
Studies genetics from a molecular and microbial perspective; gene structure, expression, control,
mutation, and recombination; advances in genetic engineering.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
No
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.
BIO 350. BSC courses were created to meet the needs, requirements, and degree requirements
associated with the biological science degree that builds on the partnership with community colleges
in the Lower Colorado River region.
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:
N/A
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:
N/A
(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?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
Yes
No
Yes
No
18. Prerequisites:
BIO 181 and BIO 182
If prerequisites, include the rationale for the prerequisites.
BIO 181 and BIO 182 build a fundamental scientific foundation that will adequately prepare students
to succeed in genetics.
Effective Fall 2012
19. Co requisites:
BSC 350L
If co requisites, include the rationale for the co requisites.
Topics in the lecture are revisited in the lab section. Without the lab section topics are very difficult to
grasp. A student who does not take the lab section along with the lecture may be more easily
confused in following years.
20. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
No
Dr. Francisco Villa
Answer 22-23 for UCC/ECCC only:
22. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
23. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
FLAGSTAFF MOUNTAIN CAMPUS
Reviewed by Curriculum Process Associate
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
No
No
EXTENDED CAMPUSES
Jenny Scott
10.16.13
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
COURSE SYLLABUS – APPROVED FORMAT
General Information
 Northern Arizona University- Yuma; Department of Arts and Sciences
 BSC 350, Classical and Molecular Genetics
 Fall 2014
 3 hrs. Lecture, 3 credit hours
 Dr. Francisco Villa
 Science and Research building, Office 112
 Office hours: Monday/Wednesday 8:00am to 9:00am and 4:00pm to 5:00pm
Course prerequisites
BIO 181 and BIO 182
Course Corequisite
BSC 350L
Course description:
Studies genetics from a molecular and microbial perspective; gene structure, expression, control, mutation, and
recombination; advances in genetic engineering.
Student Learning Expectations/Outcomes for this Course
Upon satisfactory completion of this course, the student will be able to:
1. Describe the historical background and development of genetic concepts.
2. Describe the differences between transmission genetics, molecular genetics, population genetics and
evolutionary genetics.
3. Analyze genetic data to determine the modes of inheritance and predict outcomes in future generations.
4. Calculate genetics predictions using Hardy-Weinberg equations, Punnett-squares, estimate responses to
selection using quantitative genetic analysis, two and three point test-crosses, variances and standard
deviations
5. Compare and contrast the various theories of how new species form and the molecular role of inheritance.
6. Identify the factors that play a role in the process of evolution and understand the genetic basis of
evolutionary change.
7. Be conversant with genetic vocabulary.
Effective Fall 2012
Course structure/approach:
The course may involve one or more of the following approaches: lecture and discussion; application exercises;
scheduled activities; case analysis; team projects; field trips, speakers with relevant expertise, and/or other
activities as appropriate to achieve learning outcomes.
Textbook and required materials: Student learning is facilitated with textbooks, readings, audio-visual
content, software, and/or other materials
Recommended optional materials/references (attach reading list): None
Course outline:
Week 1: Introduction and Fundamentals Review
Week 2: Mendelian Genetics
Week 3: Extension of Mendelian Genetics
Week 4: Mitosis/Meiosis
Week 5: Development of Gametes and Down Syndrome
Week 6: Quantitative Genetics
Week 7: Chromosome Mapping and Linkage
Week 8: Sex Determination and Sex Chromosomes
Week 9: Population Genetics
Week 10: DNA Replication
Week 11: Recombinant DNA Technology
Week 12: The Genetic Code
Week 13: Transcription and Translation
Week 14: Prokaryotic and Eukaryotic Gene Regulation
Week 15: Genomics and Genomic Analysis
Week 16: Evolutionary Genetics
Assessment of Student Learning Outcomes
 Methods of Assessment: In-class exams, homework, in-class activities, research paper, and/or
presentations.
 Timeline for Assessment: Over the course of the semester
Grading System:
Letter grades for the course will be determined based on the percentage of the total points as follows:
90-100%
A Excellent
80-89%
B Good
70-79%
C Average
60-69%
D Lowest passing
<60%
F Failure
Course policy:
Retests/makeup tests:
No make-up exams or re-tests except for what the instructor may deem as extenuating circumstances.
Attendance Policy:
Under NAU Policy, students are expected to attend every session of the class in which they are enrolled.
Effective Fall 2012
Statement on plagiarism and cheating:
DON’T CHEAT!
Please refer to the NAU Student Handbook policy statement on Academic Integrity. Academic honesty does not
allow "plagiarism — knowingly representing the words or ideas of another as one's own" (2005, Undergraduate
General Academic and Graduation Policies).
If your instructor determines that you are guilty of plagiarism he deserves the right to give you a zero on the
alleged assignment up to failing the course in question. All incidents regardless will be reported to the
university.
University policies
Attach the Safe Working and Learning Environment, Students with Disabilities, Institutional Review Board,
and Academic Integrity policies or reference them on the syllabus. See the following document for policy
statements: http://www4.nau.edu/avpaa/UCCPolicy/plcystmt.html.
Your instructor reserves the right to make any changes to the course policies, schedule, or any other aspect of
the class as he sees fit.
Effective Fall 2012