Date Submitted: Thu, 20 Jul 2017 16:59:38 GMT

Viewing: RS_THR 3420W keelyjl : Principles of Mechanical Ventilation - Writing Intensive

Last approved: Wed, 02 Nov 2016 20:19:16 GMT

Last edit: Wed, 02 Nov 2016 20:19:05 GMT

Changes proposed by: keelyjl

Proposal Type

Writing Intensive

Contact Information

SHP/Clinical & Diagnostic Sci
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Instructor for whom you are submitting proposal:
SHP/Clinical & Diagnostic Sci
Subject Area’s Department Chair/Director:
SHP/Clinical & Diagnostic Sci

Term for Proposal

Spring 2017

Course Catalog Information

Respiratory Therapy (RS_THR)
Respiratory Therapy
Principles of Mechanical Ventilation - Writing Intensive
Continuation of RS_THR 3220. Emphasis on the principles of mechanical ventilation, including physiologic and clinical application.
A-F (allow student to choose S/U option)
RS_THR 3220, RS_THR 3941 and RS_THR 4040.

Instructor Information

SHP/Clinical & Diagnostic Sci
(numbers only)
NTT Assistant Professor
605 Lewis Hall


SHP/Clinical & Diagnostic Sci
(numbers only)
Adjunct Instructor
605 Lewis Hall
No, instructor has never attended

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.

Honors Course Information

Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.



Writing Intensive Course Information

This course is a continuation of RS-THR 3220, Equipment and Techniques, and provides greater depth for a companion lab course, RS-THR 3440. It is intended for undergraduate respiratory therapy majors in the second semester of the RT program. These students are concurrently enrolled in RS-THR 3942: Clinical Practice II, in which they apply the mechanical ventilation concepts learned class in the clinical setting with real patients. As respiratory therapists, students will be confronted with challenging patients with complicated disease processes. To function as vital members of the interprofessional healthcare team, they must be competent and confident in their knowledge of mechanical ventilation. At the end of this course, students should have a firm understanding of the strategies involved with ventilating patients with a variety of disorders and to problem-solve as necessary. Additionally, they should demonstrate the capacity to make solid recommendations regarding the mechanical ventilation of patients in their care. Students must pass this course with a 75% or greater to continue to the next semester of clinicals.
Self paced?

Should this course be considered for funding?

Large Enrollment Courses:

Writing Intensive Assignments

All assignments
Writing on Demand:
Purpose: designed to provide periodic assessments of students' understanding of the material prior to their exams. To better prepare students to write for our profession, students will be expected to write in a tone suitable for an academic paper in our professional journal, Respiratory Care. Students will be responding to prompts in a face-to-face class, being monitored by myself, or a colleague. My intent is that after students receive feedback on their initial Writing on Demand assignments, they will need to respond with research into what the correct response should have been. The second drafts will be submitted online and will require students to answer the question correctly as well as explain why their initial responses were incorrect. There will be students who correctly address the content but do so without strict adherence to good writing mechanics and professional writing style. These students will submit second drafts that address these issues. If they are minor issues that require fairly superficial revision, i.e. the use of contractions or personal pronouns, they will be redirected to explain the concepts in another way. An example of this would be if a question asked a student how a particular mode of ventilation worked and they answered the question correctly and with minimal or no stylistic/mechanical issues, I would prompt them to rewrite the answer in a manner that a patient or patient’s family member would understand. This would address the need for clinicians to be able to explain complicated concepts in an easy-to-understand manner for patients and their families.
Number of drafts: 2.
Length of each draft: "Essay" seems to imply questions that are half a page to a full page in length. It might be more appropriate to call these "short answer" questions as students will be expected to provide answers of approximately 100-150 word responses that answer the question and support their answer. Thus, students will be writing 300-450 words per quiz, per draft.
Person to evaluate: I, or my counterpart at our satellite program at Mercy Hospital-St. Louis, Linda Weems., will be evaluating the drafts.

Primary literature homework assignments (3)
Purpose: The purpose of these assignments is to continually expose students to the primary literature of our profession to help them learn our professional dialect, understand our knowledge constructs, and increase the depth of their understanding of the content. Each assignment requires students to read two to three assigned peer-reviewed articles pertaining to their respective units, including disease processes, specialty modes of ventilation, and specialty gases for inhalation. Students are then expected to answer a series of short answer questions pertaining to the articles. Currently, a fair portion of the questions are fairly low-level questions that can be answered simply by diligent searching in the article. These questions would be revised to require higher order thinking and reduced considerably in number.
Number of required drafts: 1-2 drafts.
Length of each draft will be approximately 330 words. Person to evaluate: I, or my counterpart at our satellite program at Mercy Hospital-St. Louis, Linda Weems, will be evaluating the drafts.

Literature review
Purpose: This semester-long project is to further improve students' fluency in reading the literature of our profession, gain proficiency in writing in our professional style, and increase their knowledge of the mechanical ventilation topic of their choice.
Number of drafts: 3. This assignment is sequenced. See below for details Length of each draft: variable, depending on the section of the paper they are turning in.
Person to evaluate: I, or my counterpart at our satellite program at Mercy Hospital-St. Louis, Linda Weems, will be evaluating the drafts.
Length of assignment:
Jennifer Keely/Linda Weems
Peers, Writing Center tutors, Jennifer Keely, Linda Weems

Total pages for all assignments:
First drafts:

Writing Intensive Teaching

Instructor provided feedback
Peer review
writing on demand: Students who respond incorrectly to prompts will be required to reflect on their responses and revise. Primary literature homework assignments: Because these are homework assignments, it is highly likely that students will collaborate on these assignments regarding content. Therefore, there will be less need to require them to submit second drafts due to content inaccuracies. However, students will be required to resubmit drafts for poor mechanics, writing style, or tone. Literature review: Because the literature review format is new to most students in this class, first drafts of this 7-10 page paper are broken down into sections, i.e. list of possible sources, outline, body, and the conclusion. Throughout the first half of the semester, students turn these sections into me so that I can make sure they are, first of all, using sources that are appropriate. Their outline allows me to see if they have a good grasp of the important elements of a topic. The first draft of the body and conclusion allows me to assess their writing style and mechanics as well as their understanding of the literature review format. The second of draft of the paper will require them to submit the paper as a whole to a peer, whom I will designate. This is a step that was done when I first acquired the course, but I omitted it after noticing that students' feedback for their peers was somewhat superficial. However, I do think it has enough value to reintroduce. After receiving feedback from their peers, they will have approximately ten days to make corrections before submitting their finals papers to me. Students' first drafts are usually short on content (50% of required length) as they wait for my initial feedback before they more fully develop their papers. I anticipate that their second drafts will be approximately 80% of their required 2310 words. Their 3rd and final drafts will be a minimum of 2310 words.
The literature review, described above, provides the opportunity for students to arrive at one of numerous possible conclusions, depending on the literature they choose to review. Like many aspects of patient care, there are many methods of mechanical ventilation that may be employed to achieve the ultimate goals: liberation from mechanical ventilation and survival to discharge.
As described above, unit quizzes and homework assignments happen throughout the semester as each unit is completed. Also, as described above, the submission of the various literature review drafts begin the second week of classes (around January 30) and conclude April 1st.
Multiple choice and short answer exams

Course Syllabus

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Administrative Information

Natural and Applied Sciences


I have read and reviewed the updated proposal

Additional Comments

I have no teaching assistants. However, my section will consist of 10 students and section 2 will consist of 1 student at our satellite campus at Mercy Hospital in St. Louis taught by Linda Weems, adjunct instructor.
Jonathan Cisco (CiscoJo) (Wed, 12 Oct 2016 15:50:24 GMT): Changed co-instructor references to Linda Weems, as per instructor request.
Patricia Luckenotte (luckenottep) (Wed, 02 Nov 2016 20:19:05 GMT): I have added RS_THR 3420W, 01 to the spring 2017 schedule of classes and cancelled the regular section of RS_THR 3420, 01. The 3 students that were enrolled in RS_THR 3420, 01 have been moved to the new section of RS_THR 3420W, 01 for Spring.
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