January 13, 2016

CLASS MEETING INFO

Lecture: MWF 10:20-11:20 East Hall 106

Lab: M, T or W 1-4 Robbins 137

OFFICE HOURS

Tuesday: 11-12:00 Wednesday: 11:30-12:30 or by appointment

TEXTBOOK

Becker’s World of the Cell, 9th Edition

BIOL3060:PRINCIPLES OF CELL BIOLOGYProfessor Jodi Goldberg |Robbins 140A | 523-2330 | jgoldberg01@hamline.edu

Course OverviewBIO3060 is a core course required for biology majors, biochemistry majors, and forensic science students and is designed to provide a solid background in cell biology. Cell biology is a dynamic area of study that merges studies of cell structure and cell function. Material covered will provide a foundation for many upper level biology courses including biochemistry, immunology, and molecular cell biology. A lot of material is covered in this course since subsequent upper level courses will build upon the content of this class. It is therefore essential to keep up with your course work and understand the material presented or risk not only a poor performance in this class, but difficulty in future courses. The assigned text is required. Exams will contain a mixture of multiple choice, T/F, matching, fill-in-the-blank, and short answer essay and will be written to test not only fundamental knowledge (e.g. vocabulary) but also conceptual understanding of the material. Memorizing content details without understanding the broader context of material will lead to minimal success. Exams can cover content from lectures, assigned readings or labs.

What will you learn this semester???

History/breakthroughs that drove the discipline forward

Molecules that are the building blocks of cells with emphasis on cellular enzyme function and regulation

Function of cells including how cells get energy, regulate cell division, and communicate with other cells

Consequences of molecular and cellular dysfunction

These are HeLa cells. They are stained so

you can see the nuclei and cytoskeleton

January 13, 2016

Goldberg BIOL3060 syllabus Page �2

How will you gain those skills?

What can you do after completing this course?Hamline Learning Outcomes(i.e. skills we hope you leave

Hamline with)

Biology Learning Outcomes(i.e. discipline specific skills we want

you to master)

Apply theories and methods of a field of expertise

Apply fundamental principles and approaches in the area of cell biology

Solve problems in an innovative and integrative, analytical and ethical way

Develop and test hypotheses using appropriate research methods and analyze

research in the context of published literature

Communicate effectively in writing and speaking

Effectively communicate experimental results and scientific ideas in oral and written formats

Serve, collaborate and lead in a community

Work effectively as a scientific team

Engage independently and reflectively in lifelong learning

You will learn the basic principle of cell biology

through: team problem solving, pre-assignments, & RATs

You will test hypotheses and analyze

research and literature for lab projects and the cancer

gene project

You will work effectively as a team in

class problem solving and during lab work

You will effectively communicate

scientific ideas when you present in lab and for the cancer gene

project

You will engage in reflection on learning and pedagogy during lab (and

hopefully beyond)

January 13, 2016

Goldberg BIOL3060 syllabus Page �3

“Lecture” Notice the quotes around the word lecture in the title of this section. My intent was to highlight the fact that this will not be a lecture-based class. I will be teaching this course using a Team-Based Learning (TBL) approach, which may be a new style of learning for some students (it is also a relatively new teaching style for me). I believe TBL is an approach that can maximize student learning across all ability levels. As part of the TBL approach, each student will be randomly placed in a team for the duration of the course. Please note, that while you should consider your team a resource for this class, I will not require you to work together outside of class. TBL requires individual students to attend class consistently and prepare for class time in advance. This means you MUST read your text prior to our work in each unit and complete designated assignments before class. Failure to do so will negatively impact both you and your team. I realize that every professor asks their students to come to class prepared. However, while this is always the intent, we all know that many students do not prioritize reading their text since the professor is going to go over that reading in the day’s lecture. THIS WILL NOT BE THE CASE THIS SEMESTER. Your learning will be almost exclusively active learning in the context of team activities. I will not spend valuable class time lecturing upon the basic material from your text. Instead, we will use class time to work through problems, case studies, etc. in teams, building on the fundamental knowledge you learned from your individual pre-class preparation. Therefore, failure to come to class prepared will negatively impact both you and your team. Since a large proportion of your learning will be within the context of your team, it is vital that every student participate in team activities on a consistent basis. Failure to participate in team activities consistently will result in a loss of all team-associated points (note this is 27% of your grade) and will lead to failing the course.

Team-Based Learning (TBL)

TBL HIGHLIGHTS

• Teams of 5 or 6 students • Diverse Teams

• Maximizing diversity over multiple variables (ethnicity, GPA, previous course work, etc.) based on a pre-course survey

• Teams maintained throughout the semester • No teamwork outside of class

is required

ENSURING TBL SUCCESS

• Come to class every day • Prepare for class in ADVANCE • Read your text BEFORE class • Complete pre-class assignments

individually and on time • In order to receive credit, pre-

class assignments will be due upon entering class the day they are due

January 13, 2016

Goldberg BIOL3060 syllabus Page �4

OTHER COURSE COMPONENTS

• Individual Unit Exams • Team Participation based on clickers

Course Assignments Readiness Assessment Test (RAT)

20-25 point multiple choice exams

Taken at the beginning of each unit Individually and as a TEAM Both scores count toward your grade

Cover fundamental course information

Key reading points will be provided to guide your

preparation RATs are required, while one individual RAT with a valid

excuse can be made up, TEAM RATs are not able to be

made up and no alternate assignment will be provided

Individual Cancer Gene Project I will try and use cancer as an overarching theme to cell function (and in this case dysfunction) Teams will share a common topic (e.g. oncogenes) Each team member (and class member) will research a unique gene Multiple assignments over the semester More information on this assignment during the course of the semester.

Peer Assessment

Two online CATME assessments

Evaluate yourself and team mates

Provide accurate feedback on individual team

members preparation for class, contributing to

team discussions, etc. All students will receive a peer assessment

score based on team members assessment

For each peer assessment that a student fails

to complete, they will lose 50% peer

assessment score

January 13, 2016

Goldberg BIOL3060 syllabus Page �5

How will you be graded?APPROXIMATE GRADE BREAKDOWN

Individual Grade Components

Unit Exams/Final 40%

Individual RAT 12%

Pre-Class Assignments 3%

Cancer Gene Project 3%

Team Grade Components

Team RAT 10%

Team Participation 10%

Peer Assessment 7%

Lab 15%

These are my best guess, but proportions will

likely change a bit

Final Grade Calculations You must score an average of 55% on the end of unit exams/final to pass the class. Assuming you have met the minimal exam average criteria, grades will be calculated on a straight curve equal to or less stringent than the following percentages of total possible points: >92% A, 88-92% A-, 84-87% B+, 80-83% B, 77-79% B-, 73-76% C+, 70-72% C, 67-69% C-, 63-66% D+, 60-62% D, 55-59% D-,

Grade Earned

Attain Fundamental Knowledge e.g. “the facts”; appropriate use of vocabulary; knowledge of cell parts their structure and function

Attain Conceptual Knowledge, e.g. explain how chemical properties determine membrane structure; explain how structure of organelles facilitates function

Application of Conceptual Knowledge, e.g. explain how membranes might differ for bacteria living in the arctic sub zero temperatures vs. this living in ocean thermal vents

A Exceptional Exceptional Strong

B Exceptional Strong Minimal

C Strong Minimal Absent

In general the following table describes the expectations of student demonstrated understanding of course content to earn an A, B, or C.

January 13, 2016

Goldberg BIOL3060 syllabus Page �6

THIS IS NOT AN AVERAGE INTRO COURSE! Cell biology is a very demanding introductory level course with difficult concepts and a large technical vocabulary. I will be available to discuss any difficulties you are having with the course throughout the semester with office hours listed in this syllabus or by appointment. It is in both of our best interests that you keep up with the course, as the concepts do tend to build upon one another.

Course Policies

ATTENDANCE

Attendance at lecture and lab is required. Unexcused

absences will lower your grade. More that 3 absences

reduce your grade by 1 level (e.g. A- to B+), 6 absences

reduce your grade by a whole grade (e.g. B to C), 9

absences will lead to failure of the course. Missing

more than 1 unexcused lab will reduce your lab

grade by 15% for each additional lab missed. The

only acceptable excuses for missing an exam, lab or assignment

deadline are severe illness, family emergency, or participation in a Hamline-related

event. You will need to provide documentation should such a situation arise in

order to make up the exam or turn in an assignment late. Other

coursework or computer/ p r i n t e r

p r o b l e m s a r e n o t

considered valid excuses

so please plan ahead and

b a c k u p y o u r a s s i g n m e n t s

frequently.

Late exams and assignments lose 25% of

total points if 1 day late, 50% if 1-2 days late, no points if

>3 days late

Register and bring your clickers to class, they are how I

know your there!

Speak to me at least one week in advanced for

excused absences to reschedule an exam or assignment deadline

ACADEMIC INTEGRITY It is expected that you will maintain academic integrity throughout this course (please review the student Honor Code). Any student found cheating, plagiarizing or committing other honor code infractions will receive a zero on that assignment or exam and risk further repercussions.

January 13, 2016

Goldberg BIOL3060 syllabus Page �7

Academic Success Academic Skills office provides tips for improving your time

management, exam preparation, note-taking, oral communication,

listening, and other essential academic skills. Contact the Center for

Academic Services (651-523-2912) and ask for Lisa Nordeen

Writing Center offers assistance on course assignments.

Resources

Disability Resources If you need special accommodations for note taking, test taking, etc. please feel free to discuss your situation with me or contact Disability Resources, 651-523-2521, Bush Center 105.

Sexual Assault, Relationship Violence, And Stalking

Hamline University provides academic and other accommodations to

students who have experienced sexual assault, relationship violence

(physical, emotional, or other form of abuse by a dating or other

intimate partner), or stalking. For more information about Hamline’s

policy and the resources available to you, consult Hamline’s website or

contact our Title IX Coordinator and Associate Dean of Students, Patti

Klein, 651-523-2421, pklein01@hamline.edu.

Don’t forget my

Office Hours!!

Counseling and Health Services If you need assistance in maintaining physical or mental health, please feel free to discuss your situation with me or contact Counseling and Health Services, 651-523-2204, Manor Hall 16.

January 13, 2016

Goldberg BIOL3060 syllabus Page �8

Making the Most of the SemesterWe cannot teach people anything; we can only help them discover it within themselves. -Galileo Galilei

I will do my best to serve as a guide as you learn about cell

biology this semester. Ultimately, I cannot control how well you

learn; this decision is yours. The more you are dedicated to the

process of learning, the more you commit to taking the time to

reading the text, to coming to class and participating in our

discussions, the more you commit to studying, the more you

will learn; this I promise. Should you, in the process of

learning, have questions or need help, I’m happy to help you in

whatever way I can. See me inside or outside of class, ask

questions, ask more questions, challenge my answers. Be

an active participant in your own learning. This

teaching philosophy results in my belief

that whatever grade you receive in the

course is the grade you have earned; it is not the

grade I have bestowed upon you. Be both proud of

what you accomplish throughout this semester, but also

be able to accept responsibility for those times where you

have not fully engaged in the process of learning. Both of

these situations are learning processes as well.

ASK QUESTIONS

COME PREPARED

TAKE RESPONSIBILITY FOR

YOUR LEARNING