Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Approved by Faculty Senate January 26, 2004. WINONA STATE UNIVERSITY PROPOSAL FOR UNIVERSITY STUDIES COURSES Department ___Biology_________ Date ___20 Nov 2003_______ _BIOL 309__ Course No. Developmental Biology__________ Course Name This proposal is for a(n) __X___ Undergraduate Course Applies to: __X___ Major _____ Required ___X_ Elective 3_____ Credits __X___ Minor _____ Required __X__ Elective University Studies (A course may be approved to satisfy only one set of outcomes.): Course Requirements: Basic Skills: Arts & Science Core: Unity and Diversity: _____ 1. College Reading and Writing _____ 2. Oral Communication _____ 1. Humanities _____ 2. Natural Science _____ 1. Critical Analysis _____ 2. Science and _____ 3. Mathematics _____ 3. Social Science _____ 3. a. Global _____ 4. Physical Development & Wellness _____ 4. Fine & Performing Arts _____ Social Policy Perspectives b. Multicultural Perspectives _____ 4. a. Contemporary Citizenship _____ b. Democratic Institutions Flagged Courses: _____ 1. Writing __X _ 2. Oral Communication _____ 3. a. Mathematics/Statistics _____ b. Critical Analysis Prerequisites _BIOL 214, Biol 242, BIOL 308, BIOL 310, BIOL 312______________________________ Provide the following information (attach materials to this proposal): Please see “Directions for the Department” on previous page for material to be submitted. Attach a University Studies Approval Form. Department Contact Person for this Proposal: _Lawrence A. Reuter___________ Name (please print) 457-5279_ Phone 1 [email protected] e-mail address WINONA STATE UNIVERSITY UNIVERSITY STUDIES APPROVAL FORM Routing form for University Studies Course approval. Department Recommendation __X__ Approved _________________________________ Department Chair _____ Disapproved _21 November 2003 Date Dean’s Recommendation _____ Approved _________________________________ Dean of College Course_BIOL 309_____________________ [email protected]____________________ e-mail address _____ Disapproved* ________________ Date *In the case of a dean’s recommendation to disapprove a proposal, a written rationale for the recommendation to disapprove shall be provided to the University Studies Subcommittee. USS Recommendation _____ Approved _________________________________ University Studies Director A2C2 Recommendation _____ Disapproved ________________ Date _____ Approved _________________________________ Chair of A2C2 Faculty Senate Recommendation _____ Disapproved ________________ Date _____ Approved _________________________________ President of Faculty Senate _____ Disapproved ________________ Date Academic Vice President Recommendation _____ Approved _________________________________ Academic Vice President Decision of President _____ Approved _________________________________ President _____ No recommendation _____ Disapproved ________________ Date _____ Disapproved ________________ Date Please forward to Registrar. Registrar _________________ Date entered Please notify department chair via e-mail that curricular change has been recorded. 2 309 Developmental Biology See web site (http:/bio.winona.edu/reuter/309/index.htm) Catalog Description: A study of the mechanisms of the sequent changes that occur within organelles, cells, tissues, organs and organ systems of plants and animals during their life spans. Lecture only. Prerequisites: BIO 308, BIO 310 and BIO 312. Offered even years. This course is a University Studies Course. Successful completion of this course satisfies 3 semester hours of the Oral Communication Flag requirement. Oral Communication Flag Description: The purpose of the Oral Communication Flag requirement is to complete the process of providing graduates of Winona State University with the knowledge and experience required to enable them to become highly competent communicators by the time they graduate. These courses must include requirements and learning activities that promote students' abilities to... a. earn significant course credit through extemporaneous oral presentations; As a student in Developmental Biology, you will be expected to present ideas and concepts to the class, both as the official speaker in front of the class and also as a participant in discussions led by the official speaker (and also led by the course instructor). The general idea is to have each student present many times during the semester for ~10 - 15 minutes each rather than only a few times for a much longer time. No grades will be given for the first times that you present. This is to maximize your ability to improve your presentations without the stress of wondering what is happening to your grade. However, you will receive critiques from your peers and the course instructor that will guide you for better presentations in the future. Later presentations will be graded on accuracy, clarity, completeness, and effectiveness. Grades from presentations will make up 30% of your final grade for this course. b. understand the features and types of speaking in their disciplines; Developmental Biology makes use of a specialized vocabulary to describe changes in size, shape, composition, causation, and potentialities of cells, tissues, organs, and organisms. Developmental Biology is a highly visual discipline that makes effective use of displays in four or more dimensions (Length, Width, Depth, Time, Potency…). Evidence of the above should be present in your presentations. 3 c. adapt their speaking to field-specific audiences; As a student, you are expected to use the specialized vocabulary of the developmental biologist when presenting to the class or participating in class discussion. If your questioners fail to understand the specialized vocabulary, you must be ready to explain and define the specialized terms using common terms. Communication with poise is one of your goals. d. receive appropriate feedback from teachers and peers, including suggestions for improvement; All of your presentations will be open to scrutiny by your audience (as is true in real life, all of the time!). Anonymous information on your oral presentations will be given to you indirectly by your peers. Any time you speak, either at the front of the class or in class discussion, your peers may evaluate and submit their written critiques to the instructor, using the following form. The Instructor, in turn, will present the anonymous forms to you. The intent of any critique (both by peer and by instructor) is to show what you are doing well and what needs improvement. The anonymous forms will not be used to establish or influence any part of your course grade. Overall transmission of message: Loud enough for back of room Clearly stated words and ideas Eye contact with audience Used visual aids effectively Pace was appropriate Transitions were organized Mannerisms were appropriate Overall quality of message: Facts were correct Facts were supported w. evidence Logic and reasoning were evident New knowledge related to previous Order of material was logical Questions were asked Questions were answered Strong/Fair/Weak 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 4 Helpful Suggestions: e. make use of the technologies used for research and speaking in the fields; and To effectively present ideas in Developmental Biology you will need to know how to use your lap-top computer with an LCD projector and a presentation program such as Microsoft PowerPoint. You should know how to use a scanner to acquire diagrams, and how to label diagrams using computer software. For your convenience, your instructor has prepared an on-line data bank of all of the diagrams contained in your textbook. You may wish to use additional diagrams or project onto a whiteboard so that you can easily alter particular parts of a diagram. Appropriate use of a whiteboard or blackboard to illustrate answers to questions is encouraged. Most people have difficulty drawing pictures in their minds while hearing spoken words. f. learn the conventions of evidence, format, usage, and documentation in their fields. In Developmental Biology, we are interested not only in knowing what happens when, but also in what causes an event to happen, who discovered or studied it, and how. Thus, for each new thing you learn, an automatic question should form of the variety “what is the evidence for this statement/idea”? Citations of individuals and ideas and experiments should be a regular part of your presentations. Being able to recognize an experimental group and an adequate control group is an important part of understanding Developmental Biology. Evidence of this understanding is also an expected part of your presentations. A special note to the intimidated: It takes guts to initially place yourself in front of others in a speaking situation, knowing the criticism may follow. One of the most effective way of overcoming stage-fright and mental-blockage in stage situations is to adapt to the stage situation by placing yourself in such a position as much as possible. (Knowing what you are talking about is a necessity too!) After you have adjusted to speaking in front of others with ease, you will find that it is a much harder task to stay quiet and carefully listen to what someone else is saying, rather than speaking your own mind! In general, students who take this course find that they acquire a better grade by being active in thought and voice while learning, rather than learning while being passive and doodling notes. You won’t receive a lower grade simply because you signed up for a class which requires oral presentations. Don’t be afraid to try a new learning technique in class! 5 Text(s): Analysis of Biological Development - Klaus Kalthoff [Link to Kalthoff's Course and HomePage] Instructor: Dr. L.A. Reuter Office: 214 Pasteur Hall E-mail: [email protected] Schedule and Office Hours: Transient Special Course Notes/Announcements: Developmental Biology Syllabus: WEEK TOPIC TEXT CHAPTER Labor Day! 2 September Review Analysis of Development Gen. Biol. Texts 1 Role of cells in Development 9 September Gametogenesis Gametogenesis 2 3 3 PRESENTERS LAR LAR Ch2 Asm Ch3 Asm 16 September Gametogenesis FIRST TEST Fertilization [username=embryo password=homeobox] 3 1,2,3 4 23 September Fertilization, Cleavage Cleavage Cleavage 5 5 5 Ch5 Asm Cell Fate, Potency and Determination Cell Fate, Potency and Determination Genomic Equivalence & Cytoplasmic Environment Genomic Equivalence & Cytoplasmic Environment 6 6 LAR LAR 7 7 LAR LAR 30 September 7 October 6 Ch4 Asm Genomic Equivalence & Cytoplasmic Environment 14 October Cytoplasmic Determinants SECOND TEST (Friday) Cytoplasmic Determinants 21 October Cytoplasmic Determinants Axis Formation and Mesoderm Induction 7 8 4,5,6,7 8 8 9 Ch7 Asm Ch8 Asm Ch9 Asm Axis Formation and Mesoderm Induction 28 October Gastrulation Gastrulation 9 10 10 Cell Adhesion and Morphogenesis Cell Adhesion and Morphogenesis 4 November Neurulation & Neuronal Induction THIRD TEST (Take Home; Assigned) 11 11 12 8,9,10,11,12 Ch11 Asm LAR LAR 11 November Veteran's Day Holiday Ectodermal Organs Ectodermal Organs THIRD TEST (Due: Fri. 15 Nov. 2002 5:00pm) 13 13 8,9,10,11,12 18 November Endodermal and Mesodermal Organs Drosophila Embryo Pattern Formation Drosophila 14 22 22 25 November FORTH TEST Thanksgiving Break Thanksgiving Break LAR LAR LAR Ch22 Asm 13,14,22,23 Drosophila 22, 2 December Drosophila 22 Drosophila, Vertebrate Embryo Pattern Formation 22, 23 Vertebrate Embryo Pattern Formation, Plant Pattern Formation. 9 December Hormonal Control of Development Organismic Growth and Oncogenes Senescence 16 December Ch10 Asm 23, 24 27 28 29 FINALS Week FINAL TEST: 17 December 8:00am -> 10:00am 7 COMPREHENSIVE Ch23 Asm Ch24 Asm Ch27 Asm Ch28 Asm Ch29 Asm Grading and Assessment: Course Information Grid: Course Component Class Presentations Class Discussion Quizzes/Notes Term Web Project Test 1 Test 2 Test 3 Test 4 Final Test When/Due according to sign-up not during tests! at the beginning of any lecture before grading day at terms end during third week of term during fifth week of term during eighth week of term during eleventh week of term according to registrar's schedule Part 0.20 0.10 0.10 0.10 0.10 0.10 0.10 0.10 0.10 1.00 a X X University Studies Outcomes for Flag Requirement b c d e X X X X X X X X X X X X X X X X Component Descriptions: TESTS: Expect the tests to be mainly essay. There will be two parts to each test: the first part will be unaided, the second part will allow use of any materials you have generated, including reading notes, class notes, laboratory note-books and any "hand-outs". CLASS PRESENTATION: You will be responsible for: a) a presentation of the major points of your topic, b) organizing a set of discussion questions, and c) leading the ensuing class discussion. (Click here for jpegs that may help.)[username=embryo password=homeobox] Your topic will generally be a numbered subsection of a chapter. Generally, you must read the entire chapter in order to give a coherent presentation and show how your part of the chapter fits into the rest of chapter. If you’ve never done this before, get help from your instructor or a trusted friend who has already taken this course. QUIZZES/NOTES: Quizzes will be based on the major, central ideas of the reading assignments. Reading notes will be viewed and quantitatively assessed in place of quizzes. [Also, reading notes will be indirectly graded on content according to their usefulness during scheduled tests.] TERM WEB PROJECT: Term projects will consist of either a term-paper on some aspect of developmental biology, or an annotated bibliography on some aspect of developmental biology. The topic must be approved in advance by your instructor. The project must involve use of the library and Internet searches. The project must 8 f X X X X X X X X X be presented orally and on disk using the HTML HyperTextMarkupLanguage. Meritorious projects can be displayed on the WSU BIOLOGY web page (and cited by you as a web publication). Term Projects for 1996: annotated bibliographies. Term Projects for 1997: annotated bibliographies. Term Projects for 1998: annotated bibliographies. Term Projects for 2000: annotated bibliographies. Term Projects for 2002: annotated bibliographies. Links to Grades and Old Exams: Developmental Biology 309 Class Grades (User=embryo; A password is required!) Developmental Biology 309 Study Questions Developmental Biology 309 Old Exams Text Author's (Klaus Kalthoff) Old Exams 9