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Viewing: BIO_SC 4994HW phillipst : Senior Seminar - Honors/Writing Intensive

Last approved: Fri, 07 Jul 2017 21:24:20 GMT

Last edit: Fri, 07 Jul 2017 21:24:15 GMT

Proposal Type

Honors
Writing Intensive

Contact Information

phillipst
Thomas
Phillips
PhillipsT@missouri.edu
573/882-4712
Biological Science
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
phillipst
Thomas
Phillips
PhillipsT@missouri.edu
573/882-4712
Biological Science
Subject Area’s Department Chair/Director:
walkerj
John
Walker
WalkerJ@missouri.edu
573/882-8985
Biological Science

Term for Proposal

Spring 2018
 

Course Catalog Information

A&S
Biological Sciences (BIO_SC)
Biological Sciences
4994HW
1
3
20
Senior Seminar - Honors/Writing Intensive
Readings and critical evaluation of selected problems and theories in biology. Offered in one or more sections, with specialized sub disciplinary emphasis.
 
Lecture/Standard with Discussion
A-F (allow student to choose S/U option)
Biological Sciences major, senior standing; Honors eligibility required.
 
 
 

Instructor Information

phillipst
Thomas
Phillips
PhillipsT@missouri.edu
573/882-4712
Biological Science
(numbers only)
Tenured Professor
2 Tucker Hall
 
 

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

Course Catalog information is currently wrong and will be modified. This class has a enforced prerequisite that students have completed Bio3700 (Physiology) and Bio4990 (Histology) and obtained consent of instructor. Furthermore, the enrollment cap is 8 (although I generally only accept 6).
1
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.
 

 
 
 
Oral reports
Term papers
 
 
8
 
Dr. Phillips
 

Writing Intensive Course Information

This will be an elective, capstone class for seniors. The design of the class is a hybrid of an individual tutorial and problem-based learning. I will only accept students who have done well in my current semester Histology class (mostly superior pre-meds). This will be a small class of elite students. As mentioned above, students will need to present all their case studies to their class mates. Transforming a written essay to a lecture presentation is clearly an alternative writing skill. I don't know how to give this a page designation so I will simply say "1" to get around the require an input to the box below but could probably justify a much bigger number.
none
Face-to-face
Self paced?

2
6
Should this course be considered for funding?

Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
All assignments
Although this class has a similar name to my earlier Senior Seminar: Pathophysiology course, the format will be different. This version will be more of an independent tutorial. Students will be given clinical case studies and expected to work independently to address all relevant issues. It will be expected that they will turn in "new" writing each week and revisions of their earlier submissions. Each student will meet with me individually each week to discuss their latest submission and outline a plan for the coming week. The complexity of the case studies varies so this means the final document will not have a fixed length and that students may not all do the same number of case studies. My estimate is the typical student will do between two to four case studies. All students will do at least a total of 15 pages of first drafts and an additional 15 pages of final drafts. My experience from my earlier versions of Pathophysiology and a pilot (non-WI version) of this class I am doing this semester is that every first submission (and many second submissions) will require substantial revision and inclusion of additional material. I will scrutinize every statement and make sure the student has fully explained all aspects so that an intelligent but naive reader can completely understand. For example, the student in my current pilot version class recently told me that plasma levels of creatine kinase, myoglobin and uric acid increase as a result of rhadomyolysis. I then asked him to explain what these three molecules were and the clinical implications of their release. The following week led to further questions on why one would measure plasma kinase levels when the toxicity was all due to the myoglobin and uric acid. Furthermore, he told me the toxicity of uric acid was due to the release of ferriheme in the urinary tubule causing cytolysis. I asked him to explain how this caused cytolysis. Eventually we both really understood the full pathway from start to finish. I make it clear to the students that I expect to learn something from their presentations. I will be responsible for meeting with the students individually each week. I will give them both oral and written feedback on their writing. All writing will be subject to revision until I am content or they are satisfied with a mediocre grade. It is difficult for me to envision all of a student's first submissions not requiring substantial revision in terms of content. I will append examples of the case studies to the email when I submit my syllabus to the CWP. I intend to offer students the ability to select cases that appeal to them from a large number I have downloaded from the National Center for Case Study Teaching in Science. Some of the prompts in these case studies are too superficial for me so I will be warning the students that I expect them to go into more depth. Examples of case studies are listed as assignments but students only do between 2 and 4 cases.
Length of assignment:
15
Thomas E Phillips
15
Thomas E Phillips
30

Clinical Case Study #1
A 19 year old college student is brought to her family physician by her mother. Mother reports her daughter fainted while they were having a conversation. The young woman complains of fatigue but dismisses the fainting episode as a one-time event following a late night study session for an exam. When asked to stand for the physical examination, the patient had difficulty rising from the seated position without using her arms for leverage. Overall the patient’s demeanor was quiet and mildly anxious. She denied consumption of alcohol or recreational drugs. She reports no history of vomiting or diarrhea but says she has occasional constipation and menstrual irregularity. Patient had been taking 65 mg extended-released Solodyne tablets for 9 weeks to treat inflammatory acne. Additional data provided to the student included results from these tests:
Vital Signs & Physical Exam
CBC with differential and platelets
Complete Metabolic Panel
Blood Gases
Hormone levels
Lipids
Urinalysis
Length of assignment:
5
Thomas E Phillips
5
Thomas E Phillips
10

Clinical Case Study #2
A 20 year-old junior biology major at MU presents at your Family Practice office. She, in what can only be described as palpably uncomfortable voice, explains she has just recently entered into her first serious romantic relationship. She asks your advice on her birth control options. In particular, she would like you to explain to her the difference between IUDs and the various different hormonal alternatives. The young woman is a practicing Catholic who is strongly opposed to abortion but realistic enough to realize abstinence is not a viable option for her. Her mother has always warned her against taking oral contraceptives because “they gave her best friend cancer.” She isn’t sure this is true or whether her mother was just trying to scare her into not using contraception but is unsettled by her mother’s comments and wants your opinion. Your answer should include explanations of the different mechanisms of the alternatives (e.g., oral, implant, ring, different hormones), relative advantages and disadvantages of each approach, their risk factors including any cancer risk (be sure to explain the underlying mechanism of how a particular drug increases the risk) and the relative success rate of the various methods.
Length of assignment:
5
Thomas E Phillips
5
Thomas E Phillips
10

Clinical Case Study #3
A 22 year-old male Vietnamese-American graduate student in Biological Sciences presents at MU’s student health center. The young man moved to American in 4th grade and speaks English as fluently as a native-born American. He explains that he has been trying to “get buff” by working out extensively with free weights in University Rec Center. He denies all use of steroids or any performance-enhancing or recreational drugs. He says he confines his alcohol consumption to Saturday nights when he typically gets together with some friends and consumes 6-8 shots of alcohol. The young man reports that after lifting weights for about 30 minutes earlier that day, he ran into a female friend who convinced him to try a spinning class with her. After the class, the two of them went out for lunch at a local Vietnamese buffet-style restaurant where he ate a large amount of Bun cha (rice vermicelli) and Goi cuon (shrimp spring rolls). At the end of the meal he was unable to walk to his car at first because his legs seemed “paralyzed”. After resting for a bit, he was able to make it to his car with assistance. He tried to laugh it off as a sign of his being out of shape but his female friend was a nursing student who insisted he go to the Student Health Center to be checked out. He had also mentioned that he had previously experienced less dramatic lower limb fatigue after working out and proudly attributed it to his will power in “pushing through the wall.” Additional data provided to the student included results from these tests:
Vital Signs & Physical Exam
CBC with differential and platelets
Complete Metabolic Panel
Blood Gases
Hormone levels
Lipids
Urinalysis
Length of assignment:
5
Thomas E Phillips
5
Thomas E Phillips
10

Clinical Case Study #4
CLINICAL PRESENTATION
You are working in the Emergency Room one night and the paramedics bring in a 23 year old male who was non-responsive. You immediately ask for a complete metabolic panel and preliminary tox-screen while you begin a physical assessment.

PHYSICAL ASSESSMENT
Glascow Coma Scale = 11, E3, V3, M5
Weight – estimated 180 lbs
Temperature 99.2 F
Pulse 114 bpm
Extremities - No cyanosis or edema
Urine – microscopic inspection of urine reveals >220 RBC per high power field and some unidentifiable crystals.
Length of assignment:
5
Thomas E Phillips
5
Thomas E Phillips
10

Clinical Case Study #5
You are an endocrinologist specializing in diabetes and lipid disorders. You need to deal with a series of patients with diabetes to better manage their disease.

Patient 1 new referral
Patient History – denies uses of tobacco products or alcohol. No prior diagnosis of diabetes.
Caucasian female
Age 16
Height 5’6”
Weight 170 lbs
BMI
BP – 138/86
Total cholesterol 211 mg/dL
LDL cholesterol – 132 mg/dL
Triglycerides 142 mg/dL
Fasting plasma glucose 136 mg/dL
Post-prandial glucose 220 mg/dL
HbA1c 7.9%

Issues: does this patient have diabetes? If so, what type? What treatment would you suggest? Explain any mechanisms of any drug treatments you recommend.

Patient 2 T2DM – 1 year
Patient History – wants to avoid injections; moved to USA from Australia 12 years ago
Male
Age 42
Height 5’8”
Weight 187 lbs (down from 210 lbs two year ago)
BMI
BP – mild controlled by thiazide + ACE inhibitor
Lipids – controlled by atorvastatin 10 mg/day

eGFR unknown
HbA1c 7.9%

Current drugs: Metformin 2000 mg/day, atorvastatin 10 mg/day, thiazide + ACE inhibitor

Issues – Evaluate this patient’s current medications and determine if they need modification.

Patient 3 T2DM – 15 years
Female
Age 61
Height 5’3”
Weight 167
BMI
BP 138/88

eGFR 64 mL/min/1.73 m2
HbA1c 9.3%
Hypoglycemia – has concerns so wants to avoid insulin

Current medications: Metformin 2000 mg/day, Saxagliptin 2.5 mg/day, Crestor 10 mg/day, Micardis 40 mg once a day.

Issues – Evaluate this patient’s current medications and determine if they need modification.


Patient 4 T2DM – 3 years
Patient History –
Male
Age 58
Height
Weight
BMI
BP –
Lipids –

eGFR
HbA1c 8.8%
Hypoglycemia – recurrent episodes - fasting blood glucose or overnight glucose of >56 mg/dL to < 70 mg/dL not requiring assistance) frequent but not severe.

Current drugs: Metformin 2000 mg/day + sulfonylurea + basal neutral Protamine Hagedorn (NPH) insulin/regular insulin 70/30 (2/3 in morning, 1/3 in afternoon)

Issues: What is causing the hypoglycemia? Why NPH? Would an alternative basal insulin (e.g., Detemir, Glargine or Degludec) be better? What is the difference between these insulins and how does one choose?


Patient 5 (treatment-naïve)
Patient History – presents with stage 3 chronic kidney disease
Female
Age 68
Height 5’ 0”
Weight 180
BMI
BP – normal
Lipids –

eGFR - 45 mL/min/1.73 m2 (moderate impairment)
HbA1c 7.6%
Hypoglycemia


Issues – What would you recommend to treat this woman’s T2DM?
Length of assignment:
5
Thomas E Phillips
5
Thomas E Phillips
10

Clinical Case Study #6
CLINICAL PRESENTATION (not shown to student but this is about Malignant Hyperthermia)
A 48 year male is undergoing elective surgery to repair an umbilical hernia. He first noticed the appearance of his umbilical hernia first 18 months ago but it only recently began to cause discomfort when he went for his daily 3 mile run. After consultation with his family physician, the patient decided to undergo elective surgery to repair the hernia.
PRE-OPERATIVE ASSESSMENT
PMH – allergies to seasonal pollen but no known drug allergies.
Height 71 inches
Weight 176 lbs
Temperature = 36.9ºC
Blood pressure = 140/80
Heart rate = 93 BPM
Respiratory rate = 42
ONSET OF SYMPTOMS

Soon after induction of anesthesia with halothane, the nurse anesthesiologist reports
Temperature =40ºC.
Heart rate has increased to 129 bpm
End-tidal CO2 is 58 mm Hg
PaCO2 = 62 mm Hg.
Blood pH is 7.20
Generalized rigidity of body muscles is noted.
Length of assignment:
5
Thomas E Phillips
5
Thomas E Phillips
10

Total pages for all assignments:
First drafts:
45.00
Revisions:
45.00
90.00
Each student does 1 or 2 case studies but the software has summed the total page count. For the six students in the 2015 rendition of this class, the final papers averaged 59 pages, 14,583 words and 65 citations. The longest was 96 pages. I am still grading this semester's papers but they are on par with the 2015 standard.

Writing Intensive Teaching

Oral presentation by student, followed by feedback
Other
All students will periodically meet as a group so that they can present the results of their clinical case studies to each other. All students will be expected to do a minimum of 60 minutes of presentation by the completion of class. All case studies will be presented to the group. During or following the presentation, all students will be required to ask one substantive question of each presenter. Following the presentation, all students will be required to write an evaluation of the presenter. I will share (orally) the comments of their peers with each student while trying to safeguard the anonymity of the evaluator. I have found this feedback from peers has a significant impact on the student's subsequent performance. I generally give the student my personal evaluation prior to reading the peer evaluations.
 
All the case studies require independent analysis. All results from medical tests need to be explained (e.g., what is the underlying cause for the patient's hyperkalemia - explain the physiological mechanisms for the elevation of K+, explain the therapeutic options and mechanisms underlying any pharmacological drug treatments.
I will expect the students to submit "new" writing each week that demonstrates their most recent progress on the case study. In addition, revisions of their earlier submissions will be expected at weekly (or near weekly) intervals. I will be a little more flexible on revisions being submitted every week if the new work requires a significant investment of time.
75
%
 
0
 

Course Syllabus

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Administrative Information

Natural and Applied Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Patricia Luckenotte (luckenottep) (Fri, 07 Jul 2017 21:24:15 GMT): BIO_SC 4994HW, 01 has been flagged for Honors and Writing Intensive for the Spring 2018 semester.
Key: 71