Ucc/ugc/eccc proposal for New Course Please attach proposed Syllabus in approved university format
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UCC/UGC/ECCC Proposal for New Course Please attach proposed Syllabus in approved university format.
See upper and lower division undergraduate course definitions.
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning Outcomes) 1. Students will explore topics in depth within the field of clinical exercise physiology and expand understanding of pathophysiology and pathogenesis of chronic conditions that can potentially be modulated by exercise. 2. Students will be able to critically evaluate and interpret current literature in clinical exercise physiology and have knowledge of recent developments in therapeutic strategies. 3. Students will be able to use evidence-based approach when making recommendations, whether for prevention or treatment of chronic diseases. This will demonstrated with completion of a paper on a topic selected by the student but must be approved by the professor and an oral presentation to the class. 4. Students will understand the scientific method and be able to communicate scientific information effectively, analyze and interpret scientific data, access and interrogate primary scientific literature. 5. Students will be able to synthesize material from across human biological sub-disciplines and apply to this course. 6. At the end of the course, each graduate student will lead a group of undergraduate students that will come up with specific recommendations for preventive medicine and these will be presented by the graduate student. 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 has been taught as 599 for 2 years and is well suited for graduate students in Biology. This course contributes to degree program outcomes by improving knowledge of physiology of aging and age-related diseases as well as up-to-date research in the field. This course includes a number of group discussions and presentations to facilitate learning of data interpretation and clinical translation of research data. The course co-convenes with BIO 465C. The additional work completed by the graduate students includes a research paper, a teaching presentation, and leading a group of undergraduate students in discussions about research papers and making recommendations for preventive medicine (final class period).
10. Catalog course description (max. 60 words, excluding requisites): This course will cover pathogenesis and pathophysiology of chronic diseases such as diabetes, cardiovascular disease, Alzheimer’s disease and focus on current research related to interventions including exercise, nutrition, nutritional supplements, and pharmacological therapies. Additionally the topics of aging, obesity, chronic inflammation, and oxidative stress will be addressed. 11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)? Yes No If yes, include the appropriate plan proposal.
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why NAU should establish this course. Pending co convene with BIO 465C 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
If prerequisites, include the rationale for the prerequisites.
If co requisites, include the rationale for the co requisites 20. Does this course include combined lecture and lab components? Yes No If yes, include the units specific to each component in the course description above.
22. Classes scheduled before the regular term begins and/or after the regular term ends may require additional action. Review “see description” and “see impacts” for “Classes Starting/Ending Outside Regular Term” under the heading “Forms” http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term? Yes No Answer 22-23 for UCC/ECCC only: 23. Is this course being proposed for Liberal Studies designation? Yes No If yes, include a Liberal Studies proposal and syllabus with this proposal. 24. Is this course being proposed for Diversity designation? Yes No If yes, include a Diversity proposal and syllabus with this proposal.
Approved as submitted: Yes No Approved as modified: Yes No
Approved as submitted: Yes No Approved as modified: Yes No
The three proposals dealing with BIO 284, 465C/565 have my approval for fast-track consideration. Thanks! Linn
W. Linn Montgomery Professor and Interim Chair Department of Biological Sciences Northern Arizona University Flagstaff, AZ 86011-5640 Phone: 928-523-7505 Email: Linn.Montgomery@nau.edu
None
The required reading for this class will consist entirely of articles from scientific journals. These will be made available on BlackBoard.
This course will cover pathogenesis and pathophysiology of chronic diseases such as diabetes, cardiovascular disease, Alzheimer’s disease and focus on current research related to interventions including exercise, nutrition, nutritional supplements, and pharmacological therapies. Additionally the topics of aging, obesity, chronic inflammation, and oxidative stress will be addressed. This course co-convenes with BIO 465C. It is expected that graduate students in BIO 565 take on a leadership role and mentor undergraduate students, especially when it comes to leading discussions and producing high-quality presentations. Student Learning Expectations/Outcomes for this course: 1. Students will explore topics in depth within the field of clinical exercise physiology and expand understanding of pathophysiology and pathogenesis of chronic conditions that can potentially be modulated by exercise. 2. Students will be able to critically evaluate and interpret current literature in clinical exercise physiology and have knowledge of recent developments in therapeutic strategies. 3. Students will be able to use evidence-based approach when making recommendations, whether for prevention or treatment of chronic diseases. This will demonstrated with completion of a paper on a topic selected by the student but must be approved by the professor and an oral presentation to the class. 4. Students will understand the scientific method and be able to communicate scientific information effectively, analyze and interpret scientific data, access and interrogate primary scientific literature. 5. Students will be able to synthesize material from across human biological sub-disciplines and apply to this course. 6. At the end of the course (Nov 25 class period), each graduate student will lead a group of undergraduate students that will come up with specific recommendations for preventive medicine and these will be presented by the graduate student. Course Structure and Approach: The class meets once a week (2.5 hrs.) and will involve lectures, group work, discussions, and students’ presentations about selected topics. Students are expected to attend class and participate in these discussions. The class relies heavily on independent reading, research synthesis, and data interpretation. Course Outline: 1. Reading - Reading consists of review articles, and published research studies. 2. Exams - There will be 2 written exams during the course; a mid-term and a final comprehensive exam at the end of the course. The exams for the graduate students will have higher expectations than for the undergraduates 3. Research Paper – Each student will write a paper focused on a specific research question related to efficacy of a particular intervention. The research question must have professor’s approval. The project is designed around answering the question using current research literature. The student will present the results in class and turn in a written scientific paper. 4. Assignments – There will be multiple assignments throughout the course, both individual and group projects. Some of those will be homework assignments and other will be done in class. Assessment of Student Learning Outcomes: Assignments 100 points Midterm Exam 100 points Final Exam 100 points Research Paper 100 points Presentation 50 points Final group discussion 50 points
A = 90-100% B = 80-89% C = 70-79% D = 60-69% F < 60%
Students are expected to do the work of class, including all tests, readings, and assignments. Tardiness disrupts the instructor and other students. You are expected to be on time for class. Please turn off all electronic communication devices during class.
instructor, all assignments must be completed and submitted on or before the due date. Late assignments will receive a grade of zero points. Cheating on exams or plagiarism will result in a grade of zero points for that assignment. NORTHERN ARIZONA UNIVERSITY POLICY STATEMENTS FOR COURSE SYLLABI SAFE ENVIRONMENT POLICY NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any kind as a result of making a complaint under the policy or participating in an investigation is also prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504 Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/. If you have questions or concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928) 523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu. STUDENTS WITH DISABILITIES If you have a documented disability, you can arrange for accommodations by contacting Disability Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax). Students needing academic accommodations are required to register with DR and provide required disability related documentation. Although you may request an accommodation at any time, in order for DR to best meet your individual needs, you are urged to register and submit necessary documentation (http://www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR is strongly committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity (523-3312). ACADEMIC CONTACT HOUR POLICY Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for every unit of credit, a student should expect, on average, to do a minimum of three hours of work per week, including but not limited to class time, preparation, homework, studying. ACADEMIC INTEGRITY Integrity is expected of every member of the NAU community in all academic undertakings. Integrity entails a firm adherence to a set of values, and the values most essential to an academic community are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic integrity is expected not only in formal coursework situations, but in all University relationships and interactions connected to the educational process, including the use of University resources. An NAU student’s submission of work is an implicit declaration that the work is the student’s own. All outside assistance should be acknowledged, and the student’s academic contribution truthfully reported at all times. In addition, NAU students have a right to expect academic integrity from each of their peers. Individual students and faculty members are responsible for identifying potential violations of the university’s academic integrity policy. Instances of potential violations are adjudicated using the process found in the university Academic Integrity Policy.
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including NAU students engaged in research are adequately trained in the basic principles of ethics in research. Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C 18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more information on the policy and the training activities required for personnel and students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/ SENSITIVE COURSE MATERIALS University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter—and critically appraise—materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty. CLASSROOM DISRUPTION POLICY Membership in the academic community places a special obligation on all participants to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. Instructors have the authority and the responsibility to manage their classes in accordance with University regulations. Instructors have the right and obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are responsible for establishing, communicating, and enforcing reasonable expectations and rules of classroom behavior. These expectations are to be communicated to students in the syllabus and in class discussions and activities at the outset of the course. Each student is responsible for behaving in a manner that supports a positive learning environment and that does not interrupt nor disrupt the delivery of education by instructors or receipt of education by students, within or outside a class. The complete classroom disruption policy is in Appendices of NAU’s Student Handbook. Effective Summer 2014 Approved UCC – 1/28/14 Approved UGC – 2/12/14
1. Gremeaux V, Gayda M, Lepers R, Sosner P, Juneau M, Nigam A: Exercise and longevity. Maturitas 2012, 73(4):312-317. 2. El Assar M, Angulo J, Vallejo S, Peiro C, Sanchez-Ferrer CF, Rodriguez-Manas L: Mechanisms involved in the aging-induced vascular dysfunction. Frontiers in physiology 2012, 3:132. 3. Conley KE, Jubrias SA, Amara CE, Marcinek DJ: Mitochondrial dysfunction: impact on exercise performance and cellular aging. Exercise and sport sciences reviews 2007, 35(2):43-49. 4. Melov S, Tarnopolsky MA, Beckman K, Felkey K, Hubbard A: Resistance exercise reverses aging in human skeletal muscle. PloS one 2007, 2(5):e465. 5. Stanworth RD, Jones TH: Testosterone for the aging male; current evidence and recommended practice. Clinical interventions in aging 2008, 3(1):25-44. 6. Wang Z, Nakayama T: Inflammation, a link between obesity and cardiovascular disease. Mediators of inflammation 2010, 2010:535918. 7. Radak Z, Chung HY, Goto S: Exercise and hormesis: oxidative stress-related adaptation for successful aging. Biogerontology 2005, 6(1):71-75. 8. Kiecolt-Glaser JK, Epel ES, Belury MA, Andridge R, Lin J, Glaser R, Malarkey WB, Hwang BS, Blackburn E: Omega-3 fatty acids, oxidative stress, and leukocyte telomere length: A randomized controlled trial. Brain, behavior, and immunity 2013, 28:16-24. 9. Fontana L, Partridge L, Longo VD: Extending healthy life span--from yeast to humans. Science 2010, 328(5976):321-326. 10. Mattison JA, Roth GS, Beasley TM, Tilmont EM, Handy AM, Herbert RL, Longo DL, Allison DB, Young JE, Bryant M et al: Impact of caloric restriction on health and survival in rhesus monkeys from the NIA study. Nature 2012, 489(7415):318-321. 11. Masoro EJ: Caloric restriction and aging: controversial issues. The journals of gerontology Series A, Biological sciences and medical sciences 2006, 61(1):14-19. 12. Vijan S: Type 2 diabetes. Annals of internal medicine 2010, 152(5):ITC31-15; quiz ITC316. 13. Markus MA, Morris BJ: Resveratrol in prevention and treatment of common clinical conditions of aging. Clinical interventions in aging 2008, 3(2):331-339. 14. Nair S, Ren J: Autophagy and cardiovascular aging: lesson learned from rapamycin. Cell Cycle 2012, 11(11):2092-2099. 15. Webster KA: Mitochondrial Death Channels. American scientist 2009, 97(5):384-391. 16. Rezkalla SH, Kloner RA: Ischemic preconditioning and preinfarction angina in the clinical arena. Nature clinical practice Cardiovascular medicine 2004, 1(2):96-102. 17. Pallauf K, Giller K, Huebbe P, Rimbach G: Nutrition and healthy ageing: calorie restriction or polyphenol-rich "MediterrAsian" diet? Oxidative medicine and cellular longevity 2013, 2013:707421. 18. Estruch R, Ros E, Salas-Salvado J, Covas MI, Corella D, Aros F, Gomez-Gracia E, Ruiz-Gutierrez V, Fiol M, Lapetra J et al: Primary prevention of cardiovascular disease with a Mediterranean diet. The New England journal of medicine 2013, 368(14):1279-1290. 19. Querfurth HW, LaFerla FM: Alzheimer's disease. The New England journal of medicine 2010, 362(4):329-344. 20. Kramer AF, Erickson KI, Colcombe SJ: Exercise, cognition, and the aging brain. J Appl Physiol (1985) 2006, 101(4):1237-1242. Additional research articles will be presented by students in-class, either chosen by the professor or the student. Effective Fall 2012 Directory: avpaa -> files files -> Academic Unit: Computer Science College: cefns type of Exams files -> Ucc/ugc/eccc proposal for Plan Change or Plan Deletion files -> Ucc/ugc/eccc proposal for Plan Change or Plan Deletion files -> University Curriculum Committee avpaa -> Curriculum Committee Proposal New Academic Plan Download 78.94 Kb. Share with your friends:
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