Graduate Course Proposal Form Submission Detail - GMS6613
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SCNS Liaison Notified of Graduate Council Approval
Submission Type: New
Course Change Information (for course changes only):
Comments: Elective for MSMS; TO GC. Not repeatable except for unsatisfactory grade. Approved 5/16/16 To USF Sys 5/18/16; to SCNS after 5/25/16
- Department and Contact Information
Tracking Number Date & Time Submitted 5430 2016-03-23 Department College Budget Account Number Medical Sciences MD HSC61100010000 Contact Person Phone Vrushank Dave 8139740930 email@example.com
- Course Information
Prefix Number Full Title GMS 6613 Biomedical Science Communication and Instructional Skills Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 2 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Biomed Sci Com & Instruction Course Online? Percentage Online C - Face-to-face (0% online) 0
This course will train MS/Ph.D. students to teach & communicate biomedical sciences while pursuing academic careers in universities and in medical/allied health schools, where teaching basic biomedical sciences is required.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Replacing Selected Topics with Permanent number; already listed in program
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
Students desiring to teach at a four year university or in a liberal arts science curriculum will require the basic fundamentals of teaching and instructional skills. This is a unique course, that will be offered for the first time at the College of Medicine, College of Nursing, College of Public Health, and the School of Physical Therapy.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 2 times
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
- Other Course Information
Modern biomedical science research is growing exponentially and has now entered an exciting phase that will radically change how knowledge of medicine is quickly translated to the clinic and assimilated by the public at large via social media. Cherished dogmas are constantly being overturned by cutting-edge technological advances that are increasingly applied to understanding basic biological processes and diseases. This course will therefore be suitable for highly focused students who already have basic knowledge of bio-medical sciences and wish to learn how to effectively deliver lectures and communicate latest breakthroughs in bio-medical sciences. This course is designed for those aspiring students who want to become outstanding teachers at the undergraduate and graduate level at academic institutions, universities and professional allied health schools. The course will provide hands-on guidelines targeted to budding bio-medical science educators. It will cover teaching skills and strategies and the underlying theory of learning, including engaged and group learning, and techniques for teaching a small vs. a large class. A variety of teaching formats, including teaching styles, behaviors, and methods for building relationship with the student audience will be provided using hands-on training primarily via presentation in the class to develop a variety of teaching skills.
B. Learning Outcomes
Upon completion of this course, students will have obtained rigorous training on how to teach biomedical science concepts to undergraduate, graduate and medical/allied health students. They will have been trained to facilitate diffusion of advance scientific knowledge to general public at large via various media outlets. Students will also become fluent in communicating latest discoveries in biomedical science research utilizing digital technology to professionals at scientific meetings, academic and biotechnology/pharma industry, and at national/international seminars and meetings for invited talks.
C. Major Topics
The course will cover the following topics, with sufficient flexibility to tailor to the need and background of the student(s).
Problem Based, Lecture Based, Team Based and Case Based Learning
Use of Digital Technology: Enabling Better Biomedical Science Teaching
Teaching Critical Thinking in Biomedical Sciences
Approaches to Curriculum Planning & Grading Guidelines
Strategies for Delivering Super-Specialty Lectures in Biomedicine
Model Code of Ethics, Behavior & How to Mitigate Cheating
Inspiring Students and Working with Difficult and Diverse Students
Public Speaking: Simplifying Scientific Terminologies
Seminars at Conferences, Interviews/talks, and Industry
Teaching Values to Masters/Graduate Students
Internet Based Distance Education and Graphical knowledge
Integrating New Scientific Concepts into Established Dogmas and Paradigms
Effective Platform Presentations: Delivering Seminars at Academic Conferences
Presenting Cutting-edge Scientific Work (own or published by others)
Teaching Critical Thinking
Model Code of Ethics for Educators (MCEE)
Required text: “McKeachie’s Teaching Tips – Strategies, Research, and Theory for College and University Teachers” by Marilla D. Svinicki & Wilbert J. McKeachie, 14th edition, Wadsworth Cengage Learning, 2014.
E. Course Readings, Online Resources, and Other Purchases
The Craft of Scientific Presentations: Critical Steps to Succeed and Critical Errors to Avoid 2nd ed. 2013 Edition, by Michael Alley. ISBN-13: 978-1441982780; ISBN-10: 1441982787 (e-book)
Parmelee D, Michaelsen LK, Cook S, Hudes PD, 2012, “Team-based learning: a practical guide: AMEE guide no. 65”, Medical Teacher 34(5):e275-87. doi:10.3109/0142159X.2012.651179
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. doi:10.1073/pnas.1319030111
F. Student Expectations/Requirements and Grading Policy
Students will be graded after they turn in their assignments and complete their presentations. Each student will be given 2 topical assignments followed by 2 lecture/oral presentation and participation in Q&A/discussion (30 minutes each). Assessment points will be divided as follows: 10% Attendance, 10% Peer Evaluation of their contributions to faculty led sessions and 80% assessment by the faculty divided equally for assignments (40%) and presentations/participation in Q&A/discussion in the class (40%)
G. Assignments, Exams and Tests
Students will be graded on the basis of the: 1) quality of their assignments, derived from reading material provided by the faculty/course director and 2) quality of their lecture/oral presentations. Each student will be given 2 topical assignments followed by 2 lecture/oral presentation (30 minutes each). Assessment points will be divided as follows: 10% Attendance, 10% Peer Evaluation of their contributions to faculty led sessions and 80% assessment by the faculty for assignments, presentations and participation in classroom discussion. Thus, there will be no formal exam or tests.
The final course grade will be determined by the weighting of your percent score for the various class assessments, written assignments and presentations. Final course grade will be based on a percentage performance basis for the course using the following grading scale:
Letter Grade Grade Quality Points
A 92-100 4.00
A- 89-91 3.67
B+ 87-88 3.33
B 82-86 3.00
B- 79-81 2.67
C+ 77-78 2.33
C 72-76 2.00
C- 69-71 1.67
D+ 67-68 1.33
D 62-66 1.00
D- 59-61 0.67
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Course participants are required to complete assignments and present the same in the class. Alternative dates for presentation on a one-on-one basis is only given due to extreme circumstances, or emergencies. Students are required to provide appropriate documentation to support the claim of an emergency beyond their control, which will be determined acceptable by the course director BEFORE being granted an extension to complete the assignment. No make-up assignments/presentations will be scheduled prior to the regular assignments/presentations.
Academic Dishonesty & Disruption for Academic Process Policy
J. Program This Course Supports
MS and PhD Programs in Medical Sciences, Nursing, Public Health, Physical Therapy and PA-Graduate Program
- Course Concurrence Information
MS and PhD Programs in Medical Sciences
Physician Assistant Graduate Program