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Undergraduate University Curriculum Committee
Course Proposal Form for Courses Numbered 0001 – 4999
(Faculty Senate Resolution #8-16, March 2008)
Guidelines for submission may be accessed via the web at:
www.ecu.edu/cs-acad/fsonline/cu/curriculum.cfm.
Note: Before completing this form, please carefully read the accompanying instructions.
1.
Course Prefix and Number:
BIOL 1150, 1151
2.
Date:
11/10/11
3.
Requested Action (Check only one type):
X
New Course
Check Required or
Elective
Required
x
to
#
Elective
Revision of Active Course
Unbanking of a Banked Course
Renumbering of Existing Course from:
#
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
X
Expected
Future Delivery
Method(s):
On-campus (face to face)
x
Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered online)
5.
Justification for new course, revision, unbanking, or renumbering:
The biology department identified a need through programmatic assessment, and
subsequently developed this one-semester course as filling a critical need in fulfilling
learning objectives for science and pre-health majors who require a rigorous
introductory biology course but do not major in biology. Students who are currently
required to take BIOL 1100, half of our major’s introductory series, including
exercise physiology and clinical lab science majors, will take this instead of BIOL
1100/01.
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6.
Course description exactly as it should appear in the next catalog:
1150, 1151. Principles of Biology: A Human Approach (4,0) (FC:SC) 3 lecture and 2
discussion hours per week. Nature of biological science, molecular biology, bioenergetics,
cell structure and function, cell physiology, overview of human tissue and organ systems,
and human population and disease dynamics. Will not count toward the BIOL major or
minor.
7.
If this is a course revision, briefly describe the requested change:
8.
If writing intensive (WI) credit is requested, the Writing Across the Curriculum
Committee must approve WI credit prior to consideration by the UCC.
9.
10.
Has this course been approved for WI credit (yes/no/NA)?
NA
If Yes, will all sections be WI (yes/no/NA)?
NA
If service-learning (SL) credit is requested, the Service-Learning Advisory Committee
must approve SL credit prior to consideration by the UCC.
Has this course been approved for SL credit (yes/no/NA)?
NA
If Yes, will all sections be SL (yes/no/NA)?
NA
If foundations curriculum (FC) credit is requested, the Academic Standards Committee
(ASC) must approve FC credit prior to consideration by the UCC.
If FC credit has been approved by the ASC, then check the appropriate box (check at
most one):
11.
English (EN)
Science (SC)
Humanities (HU)
Social Science (SO)
Fine Arts (FA)
Mathematics (MA)
Health (HL)
Exercise (EX)
Course Credit:
Weekly
or
Per Term
=
Credit Hours
Lab
Weekly
or
Per Term
=
Credit Hours
s.h.
Studio
Weekly
or
Per Term
=
Credit Hours
s.h.
Practicum
Weekly
or
Per Term
=
Credit Hours
s.h.
Internship
Weekly
or
Per Term
=
Credit Hours
s.h.
Lecture Hours
3
Other (e.g., independent study):2 hours of Discussion
4
0
s.h.
s.h.
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Total Credit Hours
12.
Anticipated yearly student enrollment:
13.
Affected Degrees or Academic Programs:
Degree(s)/Course(s)
BS Exercise Physiology/HHP
s.h.
750
PDF Catalog Page
BS Clinical Laboratory
Science/AHS
14.
4
Change in Degree Hours
249
NA
163
NA
Overlapping or Duplication with Affected Units or Programs:
X
Not Applicable
Applicable (Notification and/or Response from Units Attached)
15.
Approval by the Council for Teacher Education (required for courses affecting teacher
education programs):
X
Not Applicable
Applicable (CTE has given their approval)
16.
Instructional Format: please identify the appropriate instructional format(s):
X
Lecture
Technology-mediated
Lab
Seminar
Studio
Clinical
Practicum
Colloquium
Internship
Other (describe below):
Student Teaching
17.
x
Discussion
Statements of Support:
(Please attach a memorandum, signed by the unit administrator, which addresses the
budgetary and staff impact of this proposal.)
X
Current staff is adequate
Additional staff is needed (describe needs below):
X
Current facilities are adequate
Additional facilities are needed (describe needs below):
Editorially revised 04-22-10
X
Initial library resources are adequate
Initial resources are needed (give a brief explanation and estimate for cost of acquisition
of required resources below):
X
Unit computer resources are adequate
Additional unit computer resources are needed (give a brief explanation and an
estimate for the cost of acquisition below):
X
ITCS Resources are not needed
Following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Describe any computer or networking requirements of this program that are not
currently fully supported for existing programs (Includes use of classroom, laboratory,
or other facilities that are not currently used in the capacity being requested).
Approval from the Director of ITCS attached
18.
Syllabus – please insert course syllabus below. Do not submit course syllabus as a
separate file. You must include (a) the citation of the textbook chosen for the course, (b)
the course objectives, (c) the course content outline, and (d) the course assignments and
grading plan. Do not include instructor- or semester-specific information in the syllabus.
Biology: A Human Emphasis BIOL 1150, 1151
3 Hours Lecture, 2 Hours Discussion
Discussion Section
Each week papers to be read for discussion will be made available. Each week, two students
will be responsible for presenting a paper to the class and discussing the paper’s significance to
human biology. Presenting a paper will consist of providing introductory background on what
was studied, explaining the goal of the study (i.e. what hypotheses were tested), describing the
methods used and the results obtained, and discussing the implications of the results for the
hypotheses tested. After each person has presented the paper they were assigned, we will have
a general discussion of the issues under consideration.
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
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country
Starr, C., Evers, C., & Starr, L., (2011). Biology: A Human Emphasis. Brooks/Cole
Publishers. ISBN-10: 0538757027.
There will also be additional assigned journal articles accessed by students
through ECU library website.

b. Course objectives for the course (student – centered, behavioral focus)
Broad Foundations Objectives
Students shall master the subject matter of biology.
Students shall master the research methods, principles and concepts required
to conduct and understand undergraduate level research in biology.
Students shall master the relevance of biology to the matters outside the
discipline and in their daily lives.
Specific Student Learning Objectives
Upon completion of this course, students will be able to:
Define all major biological vocabulary terms from the text and lectures
Describe all major linear and circular biological processes
Identify and label major biological structures at all levels of organization
Integrate and organize biological processes across all levels of biological
structural organization: molecular, cellular, organ, and organismal.
List the major molecular components of living things summarize how they are
involved in building organisms and providing them energy to function
Describe the major structural components of a cell membrane as well as the
processes of cell-cell communication
Relate cell communication principles to human endocrine control
Distinguish between the characteristics of major group of living things
Explain the processes of metabolism in living things
Outline how cellular processes of metabolism are translated to respiratory and
digestive organ systems in humans
Illustrate how genes are transcribed, translated, and controlled in producing
protein products and distinguish the effects of gene expression on phenotypes
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Explain the major applications of biotechnology and argue a position on why
(or why not) some of these technologies should (or should not) be used in light
of social and ethical considerations
Describe and discriminate between different forms of cell division
Create novel pedigrees from provided gene and trait information
Describe the impact of human populations on disease and the environment
Assess and judge the validity of publicly reported science information
Evaluate information and evidence in order to make valid scientific
conclusions
c. Course topic outline
The Organization of Organisms
Structural organization of biology across size and scale
Introduction to evolutionary thinking in biology including natural
selection
Evidence for evolution as a biological process
Characteristics of all living things: Focus on cells, tissues, organ systems
Basic chemistry of life: Atomic structure, acid/base chemistry
Molecular dynamics: Structure, function, interactions, self-assembly
Water: Importance to life, hydrophobic/hydrophilic interactions
Biological macromolecules: Polymerization, sub-units, structure,
function
Discussion 1: Emergent Properties in Biological Systems
Cell membranes: Structures, vesicles, membrane molecules
Cell communication: Signal transduction, gene expression
Discussion 2: Cell Communication and Endocrine Control
Cell and Energy Dynamics
Cell types: prokaryotes and eukaryotes
Three organism domains: How do humans fit in the tree of life and how
does this affect our physiology.
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Viruses as a special case
Comparing prokaryotic and eukaryotic cell structure: genes,
organelles, endosymbiotic theory
Discussion 3: Phylogenetics and Diversity
Chemical reactions with a focus on enzymes
Creation of biological macromolecules through chemical reactions
Glycolysis
Kreb’s cycle, Oxidative phosphorylation, Anaerobic respiration
Environmental perspective on energy flow
Discussion 4: Human Respiration and Nutrition: Applications of energy
production
Genetics and Biotechnology
Universal genetic code
The structure of DNA and genes: Hereditary units
Transcription and translation: Genotype to phenotype
Discussion 5: The Human Genome Project
Genetic replication during cell division
Genetic controls of transcription and translation
Effects of mutation
Modern genomics and human origins
Recombinant DNA technology and DNA fingerprinting
Discussion 6: Genetic diseases and treatment
Cells and Reproduction
Overview of cell division
Cell division in prokaryotes
Chromosome and allele structure with relationships to phenotypes
Mitosis and meiosis
Reproductive systems and human development
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Discussion 7: Evo-Devo Concepts
Heredity and variation in offspring
Models of genetic inheritance
Discussion 8: Stem Cell & Cloning Technologies
Human Populations and Disease Dynamics
Microbe diversity
Human immune systems
Microbial evolution and resistance
Human population dynamics
Discussion 9: Human populations and Global Climate Change

d. List of course assignments, weighting of each assignment, and grading/evaluation system for
determining a grade
5 in-class exams @ 15% each. Drop lowest exam grade. Total in-class exam
grade worth 60%.
10% for in-class discussion/presentation
10% for out-of-class assignments and homework
Comprehensive final exam worth 20%.
Grading scale:
90-100%
A
80-89%
B
70-79%
C
60-69%
D
0-59%
F
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