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Human Anatomy and Physiology (361/362): part 1

Human (Cadaver) Anatomy

Course Name & Description: Biology 361.  Systems approach to the structure and function of the human body. For biological science majors and related health sciences.  

Project Abstract: Human anatomy  (361) is an incredibly challenging, upper division biology course that takes a systematic approach to understanding the human body. We aim to increase understanding and retention of the material by redesigning the course to include human cadavers, 3D printed models of the skeletal system, and increase learning through virtual dissections and short learning modules.

Instructional Delivery:   Hybrid instruction: In class and online instruction

Pedagogical Approaches:  Partial flipped classroom, Peer Instruction during dissections, Virtual Labs, Cadaver, 3D models

Example ePortfolio (delete this link when no longer needed)

About the Course and the Students

Stage 1

Background on the Redesign

Why Redesign Your Course?

  • You may want to identify a particular learning problem that your students face or difficulty in teaching a particular concept that is hard for students to visualize. You may want to get students more actively engaged in learning the skills in the classroom.  You may want to address enrollment and look for creative ways to teach larger class sizes. 

How Will the "Redesign" Lead to Better Learning?

  • Is it very important to bring the learning resource out of the classroom where students can align their learning with the environment in which they are living? Is the flexibility of using the online curriculum at the students' convenience vital for their success? Is the use of supplemental instruction critical for personalizing the learning path? Are there different ways students can interact with each other to become more motivated and engaged in learning more deeply?

Example ePortfolio (delete this link when no longer needed)

Course Learning Outcomes/Objectives

In this course, you will learn:

1. the anatomy of the human body and some feline antomy on a gross and microscopic level,

2. how anatomical levels of organization, from cellular to organ-system, are interconnected,

3. to make predictions about how structure correlates with function,

4. how to apply your knowledge to clinical problems.  

 

Student Learning Outcomes (SLOs) Upon completion of the course, you should be able to:

1. Critically evaluate how levels of organization apply to the construction of the human body

2. Describe the anatomy of organs and major functions of organ systems

3. Demonstrate fluency in the language of anatomy: regional, directional, and sectional terms

4. Integrate regional, directional, and sectional terms.

5. Analyze how organs are arranged relative to body cavities and membranes of cavities.

6. Explain cells are joined together and/or combined with extracellular material to form tissues.

7. Describe the structure and function of the 4 classes of tissues and predict the functions of specific types based on structure.

8. Explain the structure and function of the integument, as well as the characteristics of each of the layers

9. Describe the structures associated with the skin: glands, hair, and nails

10. Evaluate how the functions of bone are related to structure

11. Critically evaluate the interdependence of different levels of organization (cellular, tissue, and organ) to the structure and function of bone

12. Predict bone activity in development and repair

13. Analyze the structure and function of different types of joints. Predict the allowable motion of each type of joint.

14. Describe the structure and function of synovial joints. Use specific examples to illustrate the relatedness of structure and function.

15. Describe the structural and functional divisions of the nervous system

16. Explain the importance of the cellular composition of nervous tissue

17. Describe the structure and function of CNS tissues

18. Link structural areas of the brain to functional specializations

19. Predict how the structural relationship of the hypothalamus and pituitary gland influences the control-system function of the two.

20. Learn the anatomical features and hormonal effects of selected endocrine organs

21. Illustrate the characteristics of the three types of muscle tissue. Predict how muscle tissue characteristics relate to organ function.

22. Illustrate the structure of a muscle from a gross to microscopic level.

23. Describe each of the components of blood and their functions

24. Describe the structure and function of the heart from a microscopic to gross level

25. Describe the structural and functional differences of blood vessels from a histological to gross level.

26. Analyze the significance of capillary structure to organ function.

27. Understand the significance of blood flow routes for example circuits.

28. Describe the structure and function the respiratory system on the gross and histological level

29. Trace the path of air into and out of the respiratory system, including the exchange pathway with the blood

30. Explain the functional significance of the anatomical arrangement between the alveoli and the capillaries

31. Describe the structure and function of the digestive tract and associated organs.

32. Explain how digestive organ structure and function pertains to clinically important disorders.

33. Predict digestive mechanism based upon organ structure and function.

34. Describe the functions of the urinary system

35. Describe the structure and function of the urinary organs

36. Explain the structural and functional relationship of the urinary system to other systems

37.Compare and contrast male and female reproductive systems.

About the Students

  • The population of students who take the course, including the range of majors (including undeclared), and their incoming knowledge and/or skills that they typically have coming into the class (including not meeting prerequisites). For example, it might be important that the students are competent users of the technologies (mobile devices, online discussion forums, simulations, etc.) or group collaboration or math skills before they can make the most of your redesigned curriculum.

Advice I Gave my Students to be Successful 

  • What are the instructions you give your students so they have a first-rate learning experience?  Consider providing as much detail as possible.

 Challenges my Students Encountered

  • What challenges did students encounter in the redesigned activities? E.g, technical challenges, organization of course, redesigned activities.  

 

Example ePortfolio (delete this link when no longer needed)

About Me

  • Please provide a 4-5 sentence description of you, your professional background and interests, your teaching philosophy, or anything else you'd like to share.  Suggestion:  Add a picture and/or video.
  • Examples of videos could include a short video story of the course redesign process, a description of the course and requirements, description of course outcomes and assessments, video of students talking about the course/activities/assessments/organization, etc.

Example instructor video  (delete when no longer needed)

Curriculum Vitae
My C.V. with the details of my background and interests.

Accessibility, Affordability, and Diversity

Accessibility

  • What formats are your content materials available in? Do they serve all students including students with disabilities?

Affordability

  • Are the technologies used readily available and affordable for your students?

Diversity

  • Do the pedagogical strategies support students' learning with their diverse cultural, ethnic, and gender backgrounds?

Example ePortfolio (delete link when no longer needed)

Teaching and Learning Resources

MERLOT II
MERLOT is a collection of free and open online teaching, learning and faculty development services contributed and used by an international education community. The MERLOT collection of open resources spans across a wide variety of disciplines and education levels. What sets MERLOT apart is a combination of peer reviews, member comments, learning exercises and other valuable information and metadata associated with the materials.

MERLOT II's Pedagogy Portal
The MERLOT Pedagogy Portal is designed to help you learn about the variety of instructional strategies and issues that could help you become a better teacher. The resources you’ll find in the Pedagogy Portal should apply to teaching a variety of disciplines.

CSU Course Redesign Website
Review the description of the CSU system-wide initiative supporting faculty redesigning their courses to improve student success.

Course Redesign ePortfolio Exemplar
An example of an ePorfolio created by faculty at CSU East Bay to exhibit their course redesign project and their findings.

Course Redesign Faculty Experiences

Course Redesign Results

Stage 2

Results/Findings 

What Did You Change Through the Redesign?

  • What are you now doing or planning to do through the redesign of your course? For example, "I used to lecture with some question/answer periods for 50 minutes. Now I "flipped" the classroom and have my students solve problems in groups of 4 during the class and I present 10 minute mini-lectures when students are confused about key topics."

My revised syllabus includes highlighted areas that were redesigned.  [Upload syllabus].

  • Upload your syllabus which includes “highlighted” areas that were redesigned.

Course Redesign Impact on Teaching and Learning

  • What are the effects on your teaching and your students learning that resulted from your course redesign strategies? Did your redesign strategy solve the problem that motivated you to change? Did more students achieve the learning outcomes and get better grades? Did you experience any unintended results? What were they? Formal assessment of the impacts of your redesign activities, please attach them as a file/link/image. Include case studies, or other samples of students' work that reflect the impact.

How were the findings assessed and how do they meet the course learning outcomes to assure the continued quality/academic standards of the course?

  • [2-3 sentences; What did you do to assess your outcomes? How do your students meet your learning outcomes compared to when you have previously taught this course?]

Student Feedback

  • What did your students say or how did they respond to the redesigned activities? Their reactions can include responses to the subject matter as well as the new strategies you used for learning. Feel free to include student quotes and videos. The key is to try and capture the students' voices.  Consider including your students' comments about their learning.

 Example ePortfolio (delete this link when no longer needed)

Lessons Learned & Tips

Teaching Tips

  • What advice do you have for others who might want to use this redesigned course?

Course Redesign Obstacles

  • What challenges did you confront and how did you overcome them?

Strategies I Used to Increase Engagement

  • What pedagogical strategies did you use in your new redesigned course to engage students?

Example ePortfolio (delete this link when no longer needed)

Instructor Reflection

  • Reflect on your participation in redesigning a course, development of an ePortfolio, participation in CSU Course Redesign  “Professional Learning Community, and share any plans to disseminate/publish the findings of your course redesign activity.

Example ePortfolio (delete link when no longer needed)