Human Reproduction, Development and Aging ( Official )
WebCMS orange bar image
Human Reproduction, Development and Aging ( Official )
College logo image
WebCMS text image
Human Reproduction, Development and Aging ( Official )

Printer Friendly Version

 

SECTION A – Course Information

1. Course ID:

BIOL     13

Student Learning Outcomes

2. Course Title:

Human Reproduction, Development and Aging

3. Division:

Natural Sciences Division

4. Department:

Biological Sciences Department

5. Subject:

Biology

6. Short Course Title:

Human Repro Devel Aging

7. Proposed Effective Term:

Summer 2013

The required Cover Sheet Supplemental Form can be created after completion of Section A

SECTION B – Official Course Information

1. Recommended Class Size:

a. Maximum Class Size:

  40

Note:   If the course is new or class size of an existing course is to be changed, a Class Size Supplemental Form is required.

b. Class Size Approval Date:

  

Note:   Date to be entered by the Instruction Office.

 

2. Method of Instruction:

 Lecture

 Work Experience, Occupational

 Laboratory

 Open Entry/Exit

 Lecture and Laboratory

 

 Independent Studies

 Distance Learning

 

 

3. Contact Hours for a Term:

Note: If not a variable unit/hour course, enter the hours in the "Low" column only. Leave the hours in the "High" column blank.

 

Low

High

Lecture(total)    

Scheduled:

         54.00 To

  

To be arranged:

                  To

  

Lab(total)      

Scheduled:

 

                  To

  

Lab/Lecture Parity?    Yes  No

Does this course have lab parity?

If not, are you going to  apply for lab parity?                          Yes  No

To be arranged:

                  To

  

Activity(total)    

Scheduled:

                  To

  

To be arranged:

                  To

  

     

Clinical:

   To

  

Total Hours:    

Scheduled:

              54 To

  

To be arranged:

                  To

  

 

 

4. Credit Units:

  3.00 To

  

Note: Units of credit are based on:

1 Unit of credit per eighteen (18) hours of lecture contact hours for a term

1 Unit of credit per fifty-four (54) hours of lab, activity or clinical contact hours for a term

 

5. Taxonomy of Programs (TOPS) Information:

a. TOPS Code and Course Program Title:

040100 - Biology, General

     b.  Course Control Number:    

(To be entered by the Instruction Office Only.)

 

6. SAM Priority Code: [Select One]

A.

Apprenticeship

Courses offered to apprentices only.

B.

Advanced Occupational

Courses taken in the advanced stages of an occupational program. Each “B” level course must have a “C” level prerequisite in the same program area.

C.

Clearly Occupational

Courses taken in the middle stages of an occupational program. Should provide the student with entry-level job skills.

D.

Possibly Occupational

Courses taken in the beginning stages of an occupational program.

E.

Non-Occupational

 

 

7. Please place this course into the appropriate discipline by selecting from the drop down list. The discipline placement indicates what preparation is needed to teach the course. Discipline faculty may place their courses into more than one discipline as appropriate:

Biological Sciences
Health

8. General Course Information

a. Course Credit Status:

D Credit Degree Applicable

b. State Transfer Code:

A Transferable, UC/CSU/Private

c. State Classification Code:

A Liberal Arts/Sciences Degrees

d. Basic Skills Status/Level:

N Not a Basic Skills Course

e. Sports/Physical Education Course:

Yes

( Only check here if the course is a physical education course.)

f. Grading Method:

Letter Grade Only

g. Number of repeats allowed:

Non-repeatable Credit - equates to 0 repeats

Note: If course is repeatable, complete the Repeatability Supplemental Form.

h. Please provide cross listed course if applicable:

  

 

9. Course Preparation

Note: If this course has any requisite, please complete the Content Review Supplemental Form and provide rationale for the requisite. If a requisite is being removed, please complete the Content Review Supplemental Form and provide rationale for removing the requisite. If a new requisite is being added, complete the Content Review Supplemental Form and provide rationale for the requisite.

a.   Prerequisite

Eligibility for ENGL 68

b.   Co requisite


c.   Advisories


d.   None

              

10. Course Special Designators:


Do not edit this text box. Use the 'Add'/'Remove' command buttons above.


11. Course Program Status:


These buttons are only active when the course reaches Stage 5 in WebCMS.

 

 Program Applicable

 Stand-alone

 12. Funding Agency Category:

       Not Applicable

       Primarily developed using economic development funds

       Partially developed using economic development funds

 

 

SECTION C – For new transfer requests only, please complete the Transfer Status (CSU) Supplemental Form before submitting course for approval.

CSU Transferable              CSU Approval Date:                     (mmddyyyy)                 

Applying for CSU Transfer Status

UC Transferable                 UC Approval Date:                      (mmddyyyy)                 

Applying for UC Transfer Status

Note:  CSU Transfer Status must be obtained prior to submitting a request for UC Transfer Status to the UC Chancellor.

 

SECTION D - General Education Request

Mt. San Antonio College and CSU General Education course approvals are submitted to the Educational Design Committee and GE Subcommittee for approval.

1.  The Articulation Officer submits the course directly to the CSU Chancellor for approval.

2.  Upon receiving CSU approval, the course will be placed in the CSU approved area for the Mt. SAC Associate Degree GE.

Yes

No

Requesting approval for inclusion on Mt. SAC and CSU General Education List?

Note:   If requesting approval for inclusion on the General Education List, the General Education Course Evaluation Supplemental Form must be completed before submitting course for approval.  If request is approved, the remainder of Section D will be completed by the Instruction Office.

1. Mt SAC General Education Applicability:

    GE Approval Date :                   (mmddyyyy)

ASE - Lifelong Understanding and Self-Development
AAE - Life Long Understanding

2. CSU General Education Applicability (Requires CSU approval):

    CSU Approval Date:                   (mmddyyyy)

CSE - Lifelong Understanding and Self-Development

3. IGETC Applicability (Requires CSU/UC approval):

    IGETC Approval Date:                   (mmddyyyy)


 

 

SECTION E - Course Content

1. Course Descriptions

a. Catalog Description:

(Write a clear, concise course description, summarizing the course content.  Include major goals of the course, scope, requirements for successfully completing the course, and any unusual aspects of the course.)

Human Development, from conception to death. Conception, growth, maturation and aging are studied as a natural continuum, influenced by our biophysical and psychosocial environment. Includes developmental theories and scientific methods used to study development. Field trips to several off-campus sites are required

b. Class Schedule Description:

Yes

No

Is a course description to be printed in the Class Schedule?

(If yes, write one or two sentences condensing the catalog description for the prospective student.  Does not require as much detail as the catalog description. Limited to 130 characters, including spaces.)

Human development from conception to death. Field trips required.

2. Course Outline Information

In courses that include lecture and laboratory, the topical outlines should be separate and distinct, each specific and appropriate to the activities to be conducted.

a. Lecture Topical Outline:

(The lecture topical outline should provide a detailed record of the content of the course.)

- Developmental theories and scientific methods of study
- Male and female reproductive systems; sex hormones
- Cells, chromosomes, mitosis/meiosis, sex determination
- Genetics, genetic and chromosomal aberrations, human genetics
- Gametogenesis, fertilization, implantation, embryological and fetal development and teratogenic influences
- Birth process, neonatal adjustments
- Growth: biophysical, cognitive and psychosocial development in infancy, toddlerhood, early childhood, middle childhood, adolescence, emerging adulthood, young adulthood, middle adulthood and ate adulthood
- Final exam

b. Lab Topical Outline:

(The lab topical outline should reflect the activities in lab.)


3. Course Measurable Objectives:

(Measurable course objectives should identify expected outcomes: specific, observable student actions – what the student should be able to do, know or feel as a result of taking this course.  A majority of objectives should reflect critical thinking, i.e. application, analysis, synthesis, and evaluation.  Course objectives should relate directly to methods of evaluation)

Provide a minimum of five (5) course measurable objectives:

1. Explain the major developmental theories and scientific methods used to study development.
2. Describe male and female sexual anatomy and physiology, including sex hormones and their actions.
3. Describe cell division, and the principles of genetics, with special emphasis on their impact on human development.
4. Explain conception, embryological and fetal development, and the birth process, as well as problems that may arise in any of these stages.
5. Summarize the biophysical, cognitive, and psychosocial development of infants, toddlers, children, adolescents and adults, and factors that influence these developmental areas.
6. Discuss the impact of death in our Western culture, and how we deal with dying, death, loss and bereavement.

4. Course Methods of Evaluation:

(Methods of evaluation should relate directly to measurable course objectives.  They indicate the kind of assignments or performance activities designed for a course to assess student learning.  Each course must list either substantial writing assignments (category 1) OR computational / non-computational problem solving demonstrations (category 2) if writing assignments are inappropriate (with an explanation of why substantial writing is not appropriate for the course).  Activities typically assigned in categories 3 and 4 must also be listed in this section.)

Category 1. Substantial written assignments for this course include:

3 to 5 pages controversy Report (e.g. critically analyze both sides of a controversial aspect of development)
1 page periodical article evaluation (e.g. locate current periodical articles and relate it to class topics)
3 to 5 pages geriatric profile (e.g. interview an elderly person and write a discussion of the interview)

If the course is degree applicable, substantial written assignments in this course are inappropriate because:


Category 2. Computational or non-computational problem solving demonstrations:

Short essay questions (e.g. compare developmental milestones between two stages of development)

Category 3. Skills Demonstrations:

Field Work (e.g. observe, evaluate and analyze the development of a child)

Category 4. Objective Examinations:

Multiple choice evaluating developmental theories, biophysical concepts and terminology

5. Sample Assignments:

(Assignments should be directly related to the objectives of the course.  They should be specific enough to provide real guidance to faculty and clear expectations for students.  Descriptions of the type or examples of assignments are required.  For example, rather than “term paper” state “term paper comparing and contrasting the social aspects of hunting tactics of two mammal species.”  This section must establish that the work is demanding enough in rigor and independence to fulfill the credit level specified.  The nature of the assignments must clearly demand critical thinking.  Assignments should be adequate to assure that students who successfully complete them can meet the objectives of the course.  Appropriate out-of-class work is required for credit courses.)

Provide a minimum of three (3) sample assignments:

1. Read and summarize a contemporary article on some aspect of child development and analyze how it applies to a topic discussed in class. The summary should be typed and about one to two pages in length.
2. Research and analyze both sides of a controversial aspect of development such as euthanasia. Present your written analysis in about three to five pages.
3. Following guidelines explained in class, design and carry out a child development assessment. Submit your assessment of their physical, cognitive, language and social development.
4. Interview an elderly person and describe, in writing, how the interview affected their views of the elderly.
5. Assess what you want done with your remains after death. Plan your own funeral or memorial. The written plan will be in a descriptive format and must include discussion of the assignment criteria.

 

6. Representative Text:

(List EXAMPLES of textbooks and other data sources and materials, which may be used in this course.  Provide author, title, publisher, date of publication, and edition.)

If the course is requested to be or is CSU transferable, provide at least one (1) representative text that has been published within the last five (5) years.  A representative text is optional for a non-transferable course.

a. Book 1:

This is the most recent edition of this text:

Yes

No

 

If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


Author:

  Craig, Grace J., and Wendy L. Dunn

Title:

  Understanding Human Development

Publisher:

  Pearson/Prentice Hall

Date of Publication:

  2007

Edition:

  1st

b. Book 2:

This is the most recent edition of this text:

Yes

No

 

If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


Author:

  Karen L. Freiberg, Editor

Title:

  Annual Editions for Human Development, '06/'07

Publisher:

  McGraw Hill

Date of Publication:

  2010

Edition:

  38th

c. Book 3:

This is the most recent edition of this text:

Yes

No

 

If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


Author:

  

Title:

  

Publisher:

  

Date of Publication:

  

Edition: