Approved by University Studies Sub-Committee February 4, 2009
Approved by Faculty Senate February 23, 2009
WINONASTATEUNIVERSITY
PROPOSALFORUNIVERSITY STUDIES COURSES
DIRECTIONS FOR THE DEPARTMENT
This form, Proposal for University Studies Courses, is to be used to submit course proposals for inclusion in the University Studies Program. Read the directions below for information on providing course descriptions. The department must include the University Studies Approval Form with this proposal. Copies of each of these forms are attached. Refer to Regulation 3-4, Policy for Changing the Curriculum and the University Studies Program and Policies Document for complete information on submitting University Studies courses.
The following points are contained in the University Studies Program and Policies Document (Section IV. Course Approval Process).
Material to be submitted for course approval for Course Requirements:
- Course proposals must address all specified outcomes.
- The course proposal must include documentation of Course Requirements and learning activities designed to meet the course outcomes specifies for the area.
- The course proposal must include a course description (e.g., a syllabus or course outline for distribution to students) that clearly identifies (to the student) the course as a University Studies Course.
- The course description (e.g., a syllabus or course outline for distribution to students) should also include information directed to the student that clearly identifies course activities and assignments that address the course outcomes.
- Sequences of courses may be submitted to satisfy area requirements. In this case the requested material or documentation in items 1-4 must be submitted for all of the courses in the sequence.
- The USS may request other material (e.g., textbooks) for review in evaluation course proposal.
- The USS may request additional information for re-approval.
Material to be submitted for course review of Flagged Courses:
1.16.09
1.The USS recognizes that decisions as to which courses meet department flag requirements reside with the department offering the courses. Nevertheless, departments are required to demonstrate how flagged courses address the relevant outcomes for each flag.
2.Departments should submit course descriptions for flagged courses to the USS and the syllabus should clearly identify the course as a course that satisfies a flag requirement within the University Program.
3.The course descriptions for flagged courses should include information directed to the students which clearly identifies activities and assignments that address the outcomes.
4.The USS has the right to comment on department plans for flagged courses and to offer suggestions.
5.No flagged course will satisfy University Studies Course Requirements in the University Studies Program.
If the proposed course is a new course, it must be submitted for approval as a new course (see above) before submission as a University Studies course.
WINONASTATEUNIVERSITY
PROPOSALFORUNIVERSITY STUDIES COURSES
Department ______Nursing______Date ____January 16, 2009___
___N366______Pathophysiology______3 credits______
Course No.Course NameCredits
This proposal is for a(n)___XX Undergraduate Course
Applies to:__XX__ Major______Minor
_XX__ Required_____ Required
_____ Elective_____ Elective
University Studies (A course may be approved to satisfy only one set of outcomes.):
Course Requirements:
Basic Skills:Arts & Science Core:Unity and Diversity:
_____ 1. College Reading and Writing_____ 1. Humanities__XX_ 1. Critical Analysis
_____ 2. Oral Communication_____ 2. Natural Science _____ 2. Science and Social Policy
_____ 3. Mathematics_____ 3. Social Science_____ 3. a. Global Perspectives
_____ 4. Physical Development & Wellness_____ 4. Fine & Performing Arts_____ b. Multicultural Perspectives
_____ 4. a. Contemporary Citizenship
_____ b. Democratic Institutions
Flagged Courses:_____ 1. Writing
_____ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
Prerequisites ___Basic Anatomy and physiology all students (2 semesters) or consent of instructor. HERS prerequisite: HHP 340, physiology of exercise
Provide the following information (attach materials to this proposal):
Please see “Directions for the Department” on previous page for material to be submitted.
Attach a University Studies Approval Form.
Department Contact Person for this Proposal:
Catherine ______
Name (please print)Phonee-mail address
[Revised 9-05]
WINONASTATEUNIVERSITY
UNIVERSITY STUDIES APPROVAL FORM
Routing form for University Studies Course approval. Course____N366 Pathophysiology___
Department Recommendation_____ Approved_____ Disapproved______
Department Chair Datee-mail address
Dean’s Recommendation_____ Approved_____ Disapproved*
______
Dean of College Date
*In the case of a dean’s recommendation to disapprove a proposal, a written rationale for the recommendation to disapprove shall be provided to the University Studies Subcommittee.
USS Recommendation_____ Approved_____ Disapproved_____ No recommendation
______
University Studies Director Date
A2C2 Recommendation_____ Approved_____ Disapproved
______
Chair of A2C2 Date
Faculty Senate Recommendation_____ Approved_____ Disapproved
______
President of Faculty Senate Date
Academic Vice President Recommendation_____ Approved_____ Disapproved
______
Academic Vice President Date
Decision of President_____ Approved_____ Disapproved
______
President Date
Please forward to Registrar.
Registrar ______Please notify department chair via e-mail that curricular change has been recorded.
Date entered
[Revised 9-05]
WINONASTATEUNIVERSITY
PROPOSAL FOR REVISED PROGRAMS AND NEW PROGRAMS
Use this form to submit proposals for revised majors, minors, concentrations, options, etc.
Note: A department, with its dean’s approval, may change up to two courses per year within an existing major, minor, concentration, option, etc., per year without seeking review of A2C2 and/or graduate Council, provided that (1) the total credits do not increase or decrease for the major, minor, concentration, option, etc., and (2) the change does not affect other departments or the University Studies Program. A2C2 and/or Graduate Council do, however, wish to be informed of these changes. Use form Notifications.
If a department wishes to make more extensive revisions to an existing major, minor, concentration, option, etc., complete and submit this form with the appropriate number of copies. Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.
______
Department:______
Title of Program: ______
Revised:______Major______Minor______Concentration______Option______Other
List all Major/Minor Codes that Apply: ______
New:______Major______Minor______Concentration______Option______Other
List all Major/Minor Codes that Apply: ______
Total credit hours: ______Classroom Hours ______Lab Hours ______
Proposed Implementation Date:______
Please attach to this proposal a narrative with the following information:
A.Statement of major focus and objectives of the revised program.
B.New Catalog Content
1.Provide a list of program content as it would appear in the catalog including required courses, electives, etc., by number and name. Include the number and name for each prerequisite, and all prerequisites of proposed prerequisites. All such prerequisites, and prerequisites of prerequisites, should be included in the total credit hour calculations for the revised program.
2.New catalog narrative, if any.
C.Description of Revisions, to include
1.A display of current program requirements next to proposed new requirements for clear, easy comparison.
2.A clear identification of each proposed change.
3.The following information for each required or elective course:
a.Course number and name,
b.A brief course description, and
c.A brief statement explaining why the program should include the course.
Attach a Financial and Staffing Data Sheet.
Attach an Approval Form.
Also fill out the MNSCU New Program Application or the Program Redesign Application, whichever applies and submit directly to the VPAA.
Department Contact Person for this Proposal:
______
Name (please print)Phonee-mail address
[Revised 7-05-07]
WINONASTATEUNIVERSITY
FINANCIAL AND STAFFING DATA SHEET
Course or Program____N366 Pathophysiology______
Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.
Please answer the following questions completely. Provide supporting data.
1.Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.
This course will be taught with existing faculty.
2.What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.
The course is currently a requirement for the generic option nursing major. If approved as a Unity and Diversity Critical Analysis course, it would meet requirements for the major, as well as meet the 3-credit University Studies Critical Analysis requirement. This would facilitate the 120 credit requirement being met for the nursing major
3.What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.
There would be no change. Desire to learn is the platform for the course. Course materials are made available for students. No additional supplies or equipment are needed to teach this course.
[Revised 9-05]
WINONASTATEUNIVERSITY
NEW AND REVISED COURSE AND PROGRAM APPROVAL FORM
Routing form for new and revised courses and programs.Course or Program______
Department Recommendation______
Department Chair Datee-mail address
Dean’s Recommendation_____ Approved_____ Disapproved
______
Dean of College Date
A2C2 Recommendation_____ Approved_____ Disapproved
______
Chair of A2C2 Date
Graduate Council Recommendation_____ Approved_____ Disapproved
(if applicable)
______
Chair of Graduate CouncilDate
______
Director of Graduate StudiesDate
Faculty Senate Recommendation_____ Approved_____ Disapproved
______
President of Faculty Senate Date
Academic Vice President Recommendation_____ Approved_____ Disapproved
______
Academic Vice President Date
Decision of President_____ Approved_____ Disapproved
______
President Date
Please forward to Registrar.
Registrar ______Please notify department chair via e-mail that curricular change has been recorded.
Date entered
[Revised 7-5-07]
WINONASTATEUNIVERSITY
REGULATION 3-4 CHANGE APPROVAL FORM
Routing form for change to WSU Regulation 3-4.Regulation 3-4 Changes
Academic Affairs and Curriculum Committee (A2C2) Recommendation_____ Approved_____ Disapproved______
Chair of A2C2 Date
Graduate Council Recommendation_____ Approved_____ Disapproved
(if applicable)
______
Chair of Graduate CouncilDate
______
Director of Graduate StudiesDate
Faculty Senate Recommendation_____ Approved_____ Disapproved
______
President of Faculty Senate Date
Academic Vice President (VPAA) Recommendation_____ Approved_____ Disapproved
______
Academic Vice President Date
*In the case of a recommendation to disapprove the proposal, a written rationale of the specific areas of concern will be provided through Meet and Confer to the Faculty Senate with a copy to A2C2.
Decision of President_____ Approved_____ Disapproved
______
President Date
*In the case of a recommendation to disapprove the proposal, a written rationale of the specific areas of concern will be provided through Meet and Confer to the Faculty Senate with a copy to A2C2.
**President’s Office: Please notify VPAA, deans, Human Resources, Academic Affairs and Curriculum Committee, and department chairs via e-mail that the change to Regulation 3-4 has been approved. Also, send this back to Meet and Confer for notification of approval.
[7-5-07]
Critical Analysis Course Proposal
Department: Nursing
Course Number: N366
Frequency of Offering: Fall and Spring
Course Title: Pathophysiology
Course Description: Focuseson the systematic study of the functional changes in cells, tissues, and organs altered by disease and/or injury and the effects that these changes have on the total body function. Pathophysiology will also focus on the mechanisms of the underlying disease thereby providing the background for preventive as well as therapeutic health care measures and practices. Knowledge of anatomy and physiology and the various organ systems of the body is an essential foundation for this course. Students will gain scientifically based knowledge needed to make sound clinical observations, as well as the rationale health professionals provide for their actions in practice. Understanding of disease requires both descriptive evidence and an evaluative component in which students begin to take into account the complex interactions among the body, mind, culture, and spirit.
Course Purpose:
Pathophysiology is part of an ongoing stream of incredible discoveries and advancing understandings in the biologic sciences. Students learn about the advancements in our understanding of illness/disease and the effects that these changes have on the total body function. Students are challenged to manage and process expanding new scientific information, as well asto think about the meaning information has in making decisions (clinical judgment) about the care of individuals unique to their field of study. To that end, students examine differences in etiology and epidemiology, pathophysiology, clinical manifestations, and treatment according to gender and age. Upon completion of this course students are familiar with the latest scientific evidence as it relates to understanding and management of illness/disease. They can explain the relationship between risk factors and disease, as well as evidenced based treatment and therapeutic approaches to care.
Unity and Diversity: Critical Analysis
This course includes requirements and learning activities that promote students’ abilities to perform the following 4 activities (a-d). A table follows the requirements and learning activities. The table aligns each Critical Analysis component, with course learning outcomes, and course assignments.
- Evaluate the validity and reliability of information:
Using case studiesstudents will respond to pathophysiologic situations. In so doing, they refer to textbooks, research articles, evidence based practice guidelines and standards, as well as to rely on what they have previously learned to determine what, and how information relates to the care of individuals with specific health conditions. Evidence-based practice is the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients. Health care providers rely on the best external clinical evidence from systematic research. The best external clinical evidence relies on the identification of clinically relevant research, often from the basic sciences, but especially from patient centered clinical studies that focus on the accuracy and precision of diagnostic tests and methods, the power of prognostic indicators, and the effectiveness and safety of therapeutic, rehabilitative, and preventive regimens. As students study pathophysiology, they examine and apply the most relevant and up-to-date research to case study situations.
Case studies are central to learning pathophysiology because they reflect actual health/illness situations or composites of actual situations. These situations provide the context for learning and understanding disease and the effects that physiologic changes have on body function. Context is essential for grounding the content of thinking in health care situations. Students analyze selected case studies when preparing for class and learning about the pathophysiology of individuals across the life-span.
- Analyze modes of thought, expressive works, arguments, explanations, or theories:
A variety of approaches will be used to promote the students ability to explain and understand scientific principles related to illness/disease and management. For example, tests and case studies will require the student to do more than just memorize and regurgitate knowledge. Instead, students reason, recognize, and question assumptions and inferences. For example, building multilogical thinking into test questions and case studies, students will prioritize assessments, and/oractions. Additionally, using distracters will require the student to employ a high degree of discrimination. Multilogical thinking is thinking that requires knowledge of more than one concept to logically and systematically apply concepts to a clinical situation. For example, the student will be required to apply principles of fluid and electrolytes, acid base balance, and stress response when solving a problem and caring for an 88 year old diabetic hospitalized with pneumonia. Students must use mulitlogical thinking to analyze and explain the significance of pathophysiology, diagnostic results, the importance of fluid and electrolytes, and the impact of the stress response/hormones in caring for the diabetic during illness.
- Recognize possible inadequacies or biases in the evidence given to support arguments or conclusions:
There are multiple approaches to problem solving. Concept mapping, case studies, testing, and techniques such as “think-pair-share” will be utilized in this course. Regardless of the approach utilized, students must first be able to assimilate evidence based core concepts of pathophysiology. The course begins with a study of cells and tissues and progresses to cover underlying processes of disease. Foundational knowledge regarding cells and tissues include the concepts of cell communication, fluid electrolyte, and acid-base balance; inflammation, cytokines and their biologic functions, normal and altered immunity; stress coping, and immunity, and tumor biology and metastasis. This foundation knowledge is necessary to the understanding of pathophysiological alterations at the organ and system level. For example, early in the semester, studentsstudy the inflammatory response as a biochemical and cellularresponse to injury. As the semester proceeds, they examine the scientific evidence describing atherosclerosis as an inflammatory disease. This includes a discussion of oxidative stress, new and emerging or “novel” risk factors thought to be associated with endothelial injury, dysfunction, and the resultant pathophysiological events leading to the development of atherosclerosis. Lastly, students will than concept map atherosclerosis and its associated signs and symptoms that result from inadequate perfusion of tissues, as well as diagnostic findings and evidence based treatment/management strategies. Mapping may include coronary artery disease (stable angina and acute coronary syndromes), stroke, hypertension, renal artery stenosis, and peripheral arterial disease.
- Advance and support claims:
Students must learn to think like health care providers. This requires not just knowledge, but the assimilation, analysis, and synthesis of knowledge in a variety of clinical situations. Students will be expected to explore and be familiar with the evidence from the most recent systematic research. Case studies, concept mapping, discussion, and testing will provide the situations in which students advance their knowledge base for practice. Learning is accomplished as students relate previous knowledge of sciences; recognize common manifestations of illness/disease; interpret testing used in the diagnosis and management of illness/disease; and provide scientific rationale for common recommended treatments.
Critical Analysis ability / N366 Learning Outcome / Assignment/activityEvaluate the validity and reliability /
- Demonstrate an understanding of current scientific evidence related to physiological processes and phenomena that form the basis for understanding health conditions
- Applies current scientific principles to the understanding the interrelationships between pathophysiology, pharmacology, diagnostic testing, and management.
Case Studies 5 graded (5-10 points each)
Analyze modes of thought, expressive works, arguments, explanations, or theories /
- Apply previous knowledge from sciences to understanding the concepts of health and disease.
- Utilize evidence-based practices to guide understanding of pathophysiology in disease prevention, diagnosis, and management.
- Applies current scientific principles to the understanding the interrelationships between pathophysiology, pharmacology, diagnostic testing, and management.
- Articulate an understanding of laboratory and diagnostic tests used in the ongoing diagnosis, treatment, and management of selected health conditions.
1 Comprehensive final exam (80-100 points)
Case Studies non-graded for class discussion
Case Studies 5 graded (5-10 points each)
Recognize possible inadequacies or biases in the evidence given to support arguments or conclusions /
- Explain the physiologic changes and human responses to pathophysiologic responses that produce signs and symptoms of health conditions and their impact on functional health status.
- Identify the impact of specific diseases upon the U.S. population and globally.
- Using current evidence, delineate the risk factors highly correlated with specific health conditions.
3 graded Concept Maps (10-15 points each)
4 Exams (40-50 points each)
1 Comprehensive final exam (80-100 points)
Case Studies non-graded for class discussion
Case Studies 5 graded (5-10 points each)
Advance and support claims /
- Using current evidence, delineate the risk factors highly correlated with specific health conditions.
3 graded Concept Maps (10-15 points each)
Case Studies non-graded for class discussion
Case Studies 5 graded (5-10 points each)
Course Syllabi