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Viewing: ANT 428 / ANT 528 : Human Paleopathology

Last approved: Sat, 13 May 2017 08:01:52 GMT

Last edit: Fri, 31 Mar 2017 12:21:40 GMT

Change Type
Major
ANT (Anthropology)
428
032416
Dual-Level Course
Yes
528
Cross-listed Course
No
Human Paleopathology
Human Paleopathology
College of Humanities and Social Sciences
Sociology (16SOC)
Term Offering
Spring Only
Offered Alternate Even Years
Spring 2017
Previously taught as Special Topics?
Yes
2
 
Course Prefix/NumberSemester/Term OfferedEnrollment
ANT 495/ 595Spring 201422
ANT 495/595Spring 201314
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


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

Course Is Repeatable for Credit
No
 
 
Chelsey Juarez
Assistant Professor
assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture2424NoThis is a lab based class and is limited by lab space.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: ANT 251

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16anthbaBA in AnthropologyElective
Survey of diseases that manifest on the human skeleton. Analysis and identification of these diseases from a clinical perspective through all life stages from radiographic analysis, macroscopic analysis, and photographic analysis.

When approved, ANT 428 will fill a current gap in the General Anthropology undergraduate curriculum by providing a subfield course that covers a clinical approach to disease identification in bone. ANT428 will complement, without repeating, material and ideas presented in existing anthropology offerings that focus on the human skeleton (e.g. human osteology, bioarchaeology, disease and society, skeletal biology). Students will learn how to interpret disease on bone from a clinical perspective (rather then a descriptive one). It will provide a set of substantive skills to explore bioarchaeological data, methods, and interpretations. This class is important because it will provide a tangible skill that both undergraduate and graduate students can apply to their research. In the past two years a number of our graduate students have utilized the information from this course in their masters theses. There is no other course either within this department or outside of it that covers the same material or that takes a clinical approach to bone disease through time.


No

Is this a GEP Course?
No
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 instructor is a recently hired assistant professor and this course will be part of her normal teaching rotation. Therefore, no new resources are required.

The goal of this course is to provide students with a structural and evolutionary framework from which to analyze and identify diseases of the human skeleton and their associated genetic, biological and cultural causes and components. This course will focus on the boundaries of clinical diagnosis from skeletal material.


Student Learning Outcomes

By the end of the class, students will be able to:

1.Explain the difference in boney response to disease (bone growth, bone removal, combination of both);

2. Explain the progression of major osteological disease including infectious disease, cancer, metabolic disorders, genetic disorders, disorders of growth and development, and nutritional diseases;

3. Describe  the etiology for any of these identified diseases;

4. Frame the role of culture and history in the spread and treatment of these conditions.


Evaluation MethodWeighting/Points for EachDetails
Quizzes90/300Quizzes will be multiple choice and short answer
there will be 3 quizzes worth 30 points each.
Test135/300 Final exam multiple choice and short answer
Lab assignments75/300There will be five labs. Labs will be in class with specimens, all questions will be provided
TopicTime Devoted to Each TopicActivity
Intro/Bone Biology/Human Osteology3 weeks Lecture and readings; Human Osteology Lab
Transition Analysis 1 weekLecture and readings; Transition analysis lab
Joint Dx/ Infectious Dx2 weeksLecture and readings; Infectious disease lab
Metabolic Dx / Trauma3 weeksLecture and readings; Quiz 1; trauma lab; Quiz 2
Cancer and Tumors /Growth and Development2 weeksLecture and readings
Dentition and Dental Dx / Soft Tissue Dx2 weeksLecture and readings; Quiz 3
Introduction to Hazard Analysis / Review2 weeksLecture and readings; hazard analysis lab
Final exam1 weekFinal exam
See syllabus for additional graduate student expectations.

mlnosbis 12/9/2016: Student learning outcomes should begin with stronger action verbs, not "identify." There should be at least one learning outcome specific to graduate students to indicate difference in undergraduate and graduate levels of the course. Edit student learning outcomes. Do graduate students have additional assignment requirements, or just the readings?

ABGS Reviewer Comments:
-No comments/concerns
n51ls801 (Tue, 13 Sep 2016 20:29:52 GMT): "Labs can not be made up, but students with valid excuses will not be penalized." - Could a student miss all labs and pass? Graduate students have additional readings to do. It is merely implied that they will have different tests covering all readings. Disability accommodation statement needs revision. Required PRR URLs missing from syllabus.
cajuarez (Tue, 27 Dec 2016 03:32:34 GMT): Action words were changed. Graduate syllabi and undergraduate syllabi were uploaded to show the differences in work load between undergraduate and graduate versions of the course.
Key: 8509