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Viewing: CBS 624 : Special Problems In Gastrointestinal Physiology

Last approved: Wed, 08 Feb 2017 15:17:09 GMT

Last edit: Wed, 08 Feb 2017 15:17:09 GMT

Catalog Pages referencing this course
Change Type
Major
CBS (Comparative Biological Science)
624
032417
Dual-Level Course
Cross-listed Course
No
Special Problems In Gastrointestinal Physiology
Gastrointestinal Physiology
College of Veterinary Medicine
CVM Deans Office (19DVM)
Term Offering
Fall and Spring
Offered Every Year
Fall 2017
Previously taught as Special Topics?
Yes
10
 
Course Prefix/NumberSemester/Term OfferedEnrollment
PHY 620/820Fall/ Spring15
Course Delivery
Face-to-Face (On Campus)

Grading Method
Credit (S/U)/Audit
1
15
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture1
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Yes
8
 
 
8
Anthony Blikslager and Jody Gookin
Professor of Equine Surgery/ Professor of Internal Medicine
Full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1414NoThe minimum expectation is 5 students, and up to 14 students can be accommodated, allowing each student to present 1 journal article in a 15-week term (not including the initial organizational meeting)
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
No
1 credit for a 1-hour in depth discussion session of current journal articles presented by students on the subject of gastrointestinal physiology. Journals recommended include the American Journal of Physiology, Gut and Gastroenterology. Each session will focus on one student's selected paper. MS students are expected to present 1 paper, and PhD students are expected to present up to 2 papers each semester. Students should be enrolled in a graduate course of study in a field related to or focused on physiology. Undergraduate students require special permission.

The course is held at the College of  Veterinary Medicine, where the majority of students attending are in the CBS program. The course would be much easier to manage with CBS staff, including course website management, since the CBS office and staff are at the CVM. In addition, this is a course focused specifically on gastrointestinal physiology, rather than a general special topic - so 622 was a number that adhered to NCSU guidelines for creating a new course. 


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

The faculty will guide the discussion and ask critical questions during each student's presentation, so that all participants can gain as much information as possible from each journal article presented. These articles will be uploaded by the students to the course website approximately 1-week prior to presentation. This will enable all students to study the papers prior to the lecture session

1. Develop an in depth knowledge of the current scientific literature in gastrointestinal physiology


2. Develop critical reading skills


3. Develop the ability to give and interpret a scientific presentation


Student Learning Outcomes

1. Enable students to learn how to critically read the current scientific literature in gastrointestinal physiology


2. Enable student to develop presentation skills using Powerpoint for their selected paper


3. Teach students how to engage in meaningful scientific discussion regarding current topics in gastrointestinal physiology


Evaluation MethodWeighting/Points for EachDetails
Attendance100Students are expected to attend 87% of the weekly lecture sessions (13 of 15)
TopicTime Devoted to Each TopicActivity
Journal presentation/ discussion50-minutesWeekly presentation of a selected journal article from the scientific literature on gastrointestinal physiology along with an interactive discussion
This course is taught as a 'journal club' format in which a schedule of participants is created on the first day of class, and students upload an article selected from the scientific literature to present on their selected dates over the semester

mlnosbis 11/16/2016: No overlapping courses.

ghoodge 11/22/2016 Comment: Even though it is a special problems course, the course goals and student learning outcomes may need to be refined. Send to ABGS reviewers for their input.

ABGS Reviewer comments:
-Question about the number of allowable completions totaling 1 allowed credit hour. This CAF indicates that this is a 1 credit hour course that students may take up to 8 times, but are only allowed 1 credit on the Plan of Work. Need to confirm and adjust the maximum total credit hours allowed. UPDATE: max total credits changed to 8.
-Grading issues need to be stated more clearly:
* It seems odd that attendance is the only evaluation item, according to the CIM record. It doesn’t matter if they do a hideous job on their presentations or never participate in class discussions?
* The above items actually appear in the syllabus grading section, although without any effort to quantify the relative values of the components.
* The late assignment policy mentions letter grades for assignments, which suggests that presentations ARE graded?
* The attendance policy states that attendance will not be recorded. If this is the case, how can it be used to determine grades (especially if, as the CIF action states) it is the ONLY element of grading?

pjharrie 1/19/18 - the relative proportions of the presentation and attendance grades should be given.
atbliksl (Tue, 17 Jan 2017 23:00:54 GMT): The syllabus has been revised to answer questions from the ABGS reviewer. This includes more specifics on class participation. There is a strong element of peer and multiple instructor pressure to prevent students doing a 'hideous job,' which is perhaps why this has never happened. There are certainly presentations where students struggle, which intensifies the questions and discussion. Lat assignment policy has been adjusted, and attendance will be recorded. Please let me know if additional detail is required.
Key: 11690