BIO 444: Molecular Basis of Disease
Department of Biology, UNC Chapel Hill
Spring 2017
Class meeting times: T, Th 9:30-10:45am, Genome Sciences Building 1374
Graduate Student Center, 211A West Cameron Ave.
919-962-2505
Email:
Office Hours: Mondays and Wednesdays 1-3pm, and by appointment / Teaching Assistant:
Juan Carvajal Garcia
Genetics and Molecular Biology
office hours by appointment
Course Description
This course will be exciting and nothing like any other biology course you have taken.
The course is designed for Biology majors or advanced science students who have a great interest in learning about diseases and human health. Ideally, it is expected that students will have successfully completed Introductory Biology and at least two of the following courses: Molecular Biology & Genetics, Cell & Developmental Biology, Biochemistry, Microbiology, Anatomy & Physiology, Immunology, and/or Neurobiology.
This course will investigate the biological causes behind human diseases via critical thinking and analysis of experimental research outcomes. We will approach the topics from a research perspective and is modeled similar to a graduate level seminar course. Topics to be covered include: genetic/inherited diseases, metabolic diseases, immunological disorders, infectious diseases, cancer, cardiovascular diseases, and neurological diseases. This course will be taught in an interactive, technology rich learning environment. Class time will include student presentations, hands-on inquiry activities, projects, discussion of case studies, and peer-lead discussions of primary literature.
Course Objectives
· Describe causes of diseases in biological and molecular contexts
· Compare and contrast mechanisms of different diseases using multidisciplinary perspectives
· Describe current treatments for diseases and how they are (in)effective
· Evaluate current experimental approaches in biomedical research
· Develop skills in scientific and visual literacy including data analysis
· Enhance skills with reading primary literature
Active Learning
This course will be taught using active learning techniques and is intended to be student-centered. In my experience, I have found students learn concepts more effectively through “doing” and “action.” (I was a college student once too!) Luckily, the discipline of biology lends itself to active learning and experimenting since, as scientists, we get to work out problems and test hypotheses everyday. Reading, writing and listening are important in your learning process which will be integral to your success in the course. You will be asked to perform tasks in class, which will help you and your classmates integrate the concepts in the course. Therefore, attendance and participation are essential.
My approach to teaching is that instructors should not be fountains of information in hopes that students assimilate that knowledge but rather instructors should be facilitators and “cognitive coaches” for students' self-learning and discovery. The physical classroom arrangement is different from other classrooms here at UNC and is intended to facilitate more interaction, discussion and group work.
Textbook & Readings
Readings will be provided via websites and other electronic materials. I have not yet found the ideal textbook for this course. The closest texts are:
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Vander’s Human Physiology (2014)
Widmaier, Raff, Strang McGraw Hill
ISBN: 9780073378305
Essentials of Human Disease (2011)
Leonard V. Crowley
Jones & Bartlett Publishers
ISBN: 0763765902
Human Molecular Biology (2003)
Richard Epstein
Cambridge University Press
ISBN: 052164481
The Biology of Disease (2001)
Edited by Jonathan Phillips, Paul Murray & Paul Kirk
Blackwell Scientific
ISBN: 0632054042
9
Other content resources:
NCBI Bookshelf examples:
Immunology and Evolution of Infectious Disease (2002) http://www.ncbi.nlm.nih.gov/books/NBK2394/
Specific sections of these texts will be provided, thus, it is not required to purchase these texts unless you really want your own personal copies.
Sakai
We will use Sakai as our course management system for this course. Here you will find readings, PPTs, web resources, the syllabus, communication tools, assignments, discussion boards, etc. I will keep you posted with updates as new materials are added and if critical changes are made. Since this is new for all of us, I welcome feedback and suggestions on the organization of the site as well as other types of useful resources and ways to use Sakai to help support your learning in the course.
Students’ Responsibilities
As a student, you need to be a prepared learner. To be successful in this course, you will need to read prior to class, complete pre-work before class, turn in assignments on time, be on time to class and participate in class each time we meet.Most of all, in order to pass this class, you need to demonstrate to the instructor (and your classmates), that you have a firm grasp of the biological concepts in the form of homework assignments, group work, exams, case studies, and projects. Effective communication (both verbal and oral) is a major key to success in science and in your future career regardless if it is science related or not.
Learning Environment
Together with students, I strive to create an interactive learning environment that fosters student success. It is expected that we will all create a safe, respectful, and productive learning environment so that we can all reach our goals in this course. Everyone has the opportunity to speak and voice his or her views in the classroom. You will be surprised how much you can learn from your peers as well. You must respect each of your classmates just as you would like them to respect you. We are all entitled to our unique perspectives and we will not tolerate disrespect towards anyone in any form.
Instructor responsibilities
As an instructor, I will guide you through this course, help you develop critical thinking skills, and facilitate discussions in the context of biological concepts. I will be prepared for each class, answer questions to the best of my ability, and if I don’t know the answer, direct you to a place that will help answer your question. I will also grade assignments and exams and provide feedback in a fair and timely manner. The professor reserves to right to make changes to the syllabus, including project due dates and test dates. These changes will be announced as early as possible.
Instructor Availability
Office hours are listed at the beginning of the syllabus and you can expect me to be there unless otherwise stated. If you need to see me but cannot make it to those times listed, contact me and we can arrange a time to meet. E-mail is the best way to contact me but please keep in mind that if you send an email to me that needs immediate attention at 2:00am, do not expect a response from me by 2:30am. I will respond to all email requests within 24 hours depending on the urgency and the priority I deem necessary.
Attendance
Attendance is of utmost importance. Your attendance is key to success in this course. YOU ARE RESPONSIBLE FOR MAKING UP ALL WORK MISSED. However, in-class assignments, activities, and hands-on case studies may not always be “made up” due to the nature of interactions & discussions in class.Students who exceed the maximum allowable absences will receive a failing grade for the course as per University Policy.
Cell phones and other devices
Out of respect for your classmates and instructor, all cell phones must be turned off and put away throughout class time, unless otherwise directed. If your phone rings in class, I will confiscate it and use it to update my Facebook page, Tweet, shop on Amazon, download music & useless apps, clear some levels on Angry Birds, and call relatives overseas (I do have them).
Cheating and Plagiarism
All students will be expected to abide by the Honor Code. Cheating and plagiarism will not be tolerated and will be dealt with according to University Policy (see http://honor.unc.edu for details).
Assignments
Pre-work – In a flipped-classroom model, will provide basic information about diseases discussed in class. For completing these assignments, consider the approach: Watch/Read, Summarize, Question. These assignments will focus on Knowledge and Comprehension. Due before class assigned. (+1pt each) These will be posted in the Assignments section of Sakai
Prep DD – pre-review of Disease Discoveries primary journal article. – post responses to 4 questions on Sakai discussion board before each discussion of Disease Discoveries journal articles. (+0.5pt each). These will be posted in the Forum section of Sakai
Post-Assignments – usually follow-up case studies, short answer questions, focused on higher-level thinking skills. Usually due 1 week after assigned (+3pts each). These will be posted in the Assignments section of Sakai and submitted via Sakai.
Check spelling, grammar, punctuation, etc., as errors of these sorts will result in point deductions. If I can’t read it, it’s wrong. Effective communication is one of the keys to success in life. 10% per day will be deducted for late assignments. Assignments are to be submitted via our course Sakai site, unless otherwise directed.
Requests for assignment re-grading need to be made in WRITING no later than one week after the assignment is returned to the students. The request should include justification for your answer indicating specific references to support your claim. Assignment re-grading privileges will be revoked for students who abuse this policy.
Exams
There will be three, closed-book midterm examinations during the semester to assess your progress and mastery of the learning objectives. Exams will generally consist of short-answer and essay questions, all similar to the case studies and homework assignments throughout the semester. These exams will introduce contexts that we have not specifically covered in class but will be related to the concepts and skills we worked on so you can demonstrate how you apply learned concepts to new problems.
MAKE-UP EXAMS: There are only two instances in which make-up exams will be possible:
· Make-up exams will be possible if they have been arranged with the instructor prior to the scheduled exam. If you know you are going to miss an exam (and you have a VALID reason) see the instructor BEFORE the exam date. If you do not pre-arrange a make-up exam and miss a scheduled exam, you are out of luck, unless......
· Illness - Make-up exams will be possible if you are ill at the time of the exam. However, to take a make-up exam in this instance you will need to provide a valid note from a doctor verifying that you were too ill to attend the exam. This note must be signed and dated, and the doctor must specifically state the date on which the exam was given and confirm that you were unable to attend on that date.
In either of the two situations listed above, a make-up exam will be different from the exam given in class, and, while fair, will be of a format which is generally less popular with students. In other words, it is in your best interest to avoid makeup exams and be in class for the regularly scheduled exam.
Requests for exam re-grades need to be made in WRITING no later than one week after the exam is returned to the students. The request should include justification for your answers indicating specific references to support your claim. Exam re-grading privileges will be revoked for students who abuse this policy.
The final exam will be comprehensive; potentially covering all material discussed throughout the semester and is given in compliance with UNC final exam regulations and according to the UNC Final Exam calendar.
Grades
The grading policy is consistent with my belief that there are many different learning styles and testing styles. Some people test well. Others don't, but excel at individual, less structured projects. Yet others are at their best when working collaboratively. Some do well with multiple choice exams. Others excel at writing.
My goal is to create an environment in which all types of learners can succeed, assuming they have put forth their best effort. Therefore, final grades will be based on a many different forms of assessment including: exams, assignments and projects, as opposed to a single midterm and a final. My past experience has confirmed this grading philosophy and these policies work to the students' advantage.
I havehistorically used the 90/80/70 scale, where (roughly) 90-100 is an "A", 80-89 is a "B", 70-79 is a "C", etc. Terms like "roughly" and "in general" are used because I always reserve the right to adjust that scale slightly, depending on how the final numbers shake out.
If you have any questions about how you are doing, or what grade you may be likely to receive, you are encouraged to talk with me about it. I cannot see into the future or necessarily predict what a final grade will be, but I can certainly talk about the numbers with you, and let you know where you stand.
Finally, as much as students hate to hear this, try not to stress too much over the grades. If you work hard, do your best, and enjoy the learning process, you will usually be "rewarded" with a good grade. But, more importantly, you'll learn a lot about a really cool subject. Final grades are non-negotiable.
Schedule – Spring 2017
Date / Pre-Class Assignment / Topic / Post-Class Assignment / Facilitator1/12/17 (Th) / Introduction to course, expectations and case study discussion.
How do we study diseases? / Complete Pre-Instrument
Due 1/19/17 / BJR
1/17/17 (T) / Pre-work 1 / The Nature of Disease and Epidemiology
What is normal vs diseased?
Case Study discussion (continued)
Disease Discoveries: Primary Literature Analysis Project / Sakai Forum Assignment
Due 1/24/17 / BJR
1/19/17
(Th) / Tools of the Trade I: Experimentation & Animal Models
Case Study of Memory Loss in Mice/Experimental Design
Visual data card sort
Introduction of the Movie Review Assignment / BJR
1/24/17
(T) / Pre-work 2 / From molecular & cell biology to human physiology
Why does Sickle Cell Anemia affect certain populations?
How to Treat Genetic Disorders? / Case study #1
Due 1/31/17 / Juan
1/26/17
(Th) / Pre-work 3 / From molecular & cell biology to human physiology
Population Dynamics
How does transmembrane transport maintain tissue integrity and function?
Cell Membrane Channels: Cystic Fibrosis / BJR
1/31/17
(T) / Pre-case
Prep DD / From molecular & cell biology to human physiology