Human Anatomy & Physiology II

Course Number:

BI 232

Transcript Title:

Human Anatomy & Physiology II

Created:

Jul 26, 2022

Updated:

Oct 07, 2022

Total Credits:

4

Lecture Hours:

30

Lecture / Lab Hours:

0

Lab Hours:

30

Satisfies Cultural Literacy requirement:

No

Satisfies General Education requirement:

Yes

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Alignment with Institutional Learning Outcomes

Major

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Minor

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Not Addressed

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Not Addressed

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Work collaboratively, competently and ethically within a team of other health care professionals in subsequent clinical and academic programs in allied health sciences.

• Dissection skills, microscope skills, interpretation of data, proper usage and pronunciation of terms, locating and accessing information, collaborative group project and lab assignments.

Outcome #2: Apply concepts and knowledge of general terminology, cell structure and function, gross anatomy, physiology, histology and terminology related to nervous, cardiovascular, and lymphatic and immune systems toward clinical problem solving.

• Dissection skills, microscope skills, interpretation of data, proper usage and pronunciation of terms, locating and accessing information, names locations and functions of the nervous, endocrine, cardiovascular and immune systems.

Outcome #3: Critically evaluate health articles and medical journals related to anatomy and physiology and examine the contexts of public health and broader social issues.

• Interpretation of data, proper usage and pronunciation of terms, locating and accessing information, collaborative group project and lab assignments, names locations and functions of the nervous, endocrine, cardiovascular and immune systems.

Outcome #4: Use correct terminology to communicate anatomical features and physiological processes.

• Proper usage and pronunciation of terms, locating and accessing information, collaborative group project and lab assignments, names locations and functions of the nervous, endocrine, cardiovascular and immune systems.

EXPECTED STUDENT COMPETENCIES

1. INTRODUCTION TO THE NERVOUS SYSTEM
   • Instructional Goals: The goals are to develop an understanding of the organization of the nervous system and the physiology of nerve impulse conduction. Explore how both the central and peripheral nervous systems are evaluated during the clinical exam.
2. INTRODUCTION TO THE CARDIOVASCULAR SYSTEM
   • Instructional Goal: The goal is to survey the anatomical and physiological components of the human cardiovascular system.
3. LYMPHATICS, NONSPECIFIC RESISTANCE TO DISEASE AND THE IMMUNE SYSTEM
   • Instructional Goal: To develop an understanding of immunological concepts and the role that the immune system plays in the maintenance of health.

Department Notes

Columbia Gorge Community College Science Department stands by the following statement regarding science instruction:

Science is a fundamentally nondogmatic and self-correcting investigatory process. Theories (such as biological evolution and geologic time scale) are developed through scientific investigation are not decided in advance. As such, scientific theories can be and often are modified and revised through observation and experimentation. “Creation science", “Intelligent design” or similar beliefs are not considered legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).

The Science Department at Columbia Gorge Community College therefore stands with organizations such as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula except to reference and/or clarify its invalidity.