CUNY Common Core Course Submission Form

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1 CUNY Common Core Course Submission Form Instructions: All courses submitted for the Common Core must be liberal arts courses. Courses may be submitted for only one area of the Common Core. All courses must be 3 credits/3 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. Submission of this form to the Course Review Committee is unrelated to college governance procedures for course approvals. College Kingsborough Community College Course Number Bio Course Title Human Genetics Department(s) Biological Sciences Discipline Biology Subject Area Scientific World Credits 3 Contact Hours 3 Pre-requisites None Catalogue Description Introduces the principles of genetics with applications to human beings. The different systems by which characteristics are inherited, representative human hereditary problems, roles of heredity and environment; an historical approach to genetics research, chromosomal disturbances and some diseases; modern components of genetics in relation to human fertilization, surrogacy and genetic engineering. Sample Syllabus See attached pages Waivers for Math and Science Courses with more than 3 credits and 3 contact hours Waivers for courses with more than 3 credits and 3 contact hours will only be accepted in the required areas of Mathematical and Quantitative Reasoning and Life and Physical Sciences. Such waivers will only be approved if students also have 3-credit/3-contact hour courses available in these areas. If you would like to request a waiver please check here: If waiver requested: Please provide a brief explanation for why the course will not be 3 credits and 3 contact hours. If waiver requested: Please indicate whether this course will satisfy a major requirement, and if so, which major requirement(s) the course will fulfill. Waiver requested Indicate the status of this course being nominated: current course revision of current course a new course being proposed CUNY COMMON CORE Location Please check below the area of the Common Core for which the course is being submitted. (Select only one.) Required English Composition Mathematical and Quantitative Reasoning Life and Physical Sciences Flexible World Cultures and Global Issues US Experience in its Diversity Creative Expression Individual and Society Scientific World Learning Outcomes

2 In the left column explain the assignments and course attributes that will address the learning outcomes in the right column. II. Flexible Core (18 credits) Six three-credit liberal arts and sciences courses, with at least one course from each of the five areas and no more than two courses in any discipline or interdisciplinary field. E. Scientific World A Flexible Core course must meet the three learning outcomes in the right column. Ethics Debate: Students will need to present written and oral arguments for or against a current topic in genetics. Example: Use of genetically modified crops should be banned. Students must turn in a written portion for the ethics debate including material from sources other than their textbook that supports their position on the issue. Ethics Debate: Listening to their peers during the debate and writing whether other points presented strengthened their view or caused them to change their position on the issue. Documentary on the life of David Vetter ( The Boy in the Bubble ) viewed in class followed by class discussion and written assignment about the ethical issues of long term isolation, and the boundaries of medical science. Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. A course in this area (II.E) must meet at least three of the additional learning outcomes in the right column. A student will: Exams covering topics presented in class lectures. Evaluation of basic genetics concepts and terminology, including but not limited to, single gene inheritance in humans, mutation and disease, & chromosomal aberrations. Exams: Given a karyotype be able to identify specific chromosomal aberrations and their consequences, for example trisomy of the 21 st chromosome leads to Down s Syndrome. Given information about a disease in a family be able to construct a pedigree for that family and predict inheritance of various diseases based on analysis of the pedigree. Case Studies: Written assignments that complement some of the lecture topics. For example: after the lectures on reproductive technologies, students write about the ethical issues of what should be done with leftover embryos. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the scientific world, including, but not limited to: computer science, history of science, life and physical sciences, linguistics, logic, mathematics, psychology, statistics, and technologyrelated studies. Demonstrate how tools of science, mathematics, technology, or formal analysis can be used to analyze problems and develop solutions. Articulate and evaluate the empirical evidence supporting a scientific or formal theory. Articulate and evaluate the impact of technologies and scientific discoveries on the contemporary world, such as issues of personal privacy, security, or ethical responsibilities. Understand the scientific principles underlying matters of policy or public concern in which science plays a role. KINGSBOROUGH COMMUNITY COLLEGE

3 Department of Biological Sciences HUMAN GENETICS Biology 37 Course Description: Introduces the principles of genetics with applications to human beings. The different systems by which characteristics are inherited, representative human hereditary problems, roles of heredity and environment; an historical approach to genetics research, chromosomal disturbances and some diseases; modern components of genetics in relation to human fertilization, surrogacy and genetic engineering. Class format: This non-majors Biology offering encourages students to become more science literate by learning and relating how current topics are constantly molding and influencing our changing world, specifically in the field of genetics. We will read, examine and critique current newspaper articles as well as use the Internet for our studies. Lectures will be augmented by selected readings from the newspapers and/or primary literature, as applicable to the topic. Class discussions and case studies will extend our lecture topics of human heredity including gene therapy, somatic nuclear transfer and stem cells, thereby allowing an extensive and comprehensive treatment of them. Assignments: The end of term ethic debate requires students to utilize course material (textbook, class discussions, and literature sources) to formulate and present their view/opinion on a topic the class chooses. Your support or disagreement will be written, presented and (re)evaluated in the format of a class debate. The course grade calculation includes a portion for submission of Internet Assignments which will require you to either locate or access web sites utilized by students, researchers and teachers to procure specific genetic information, and then to answer specified questions. MAIN COURSE OBJECTIVES To enrich understanding of human heredity through exploration of the many aspects involved [a survey through the molecular, cellular and organismal levels]. To understand how normal and abnormal cellular processes affect humans at all these levels. To learn what current ideas, issues and trends involve human inheritance. To become aware of, and to be able to discuss ethical, legal and social issues in human genetics and the implications of these developments. REQUIRED TEXTBOOK Human Genetics. Concepts and Applications. Tenth Edition 2011 by Ricki Lewis. McGraw-Hill Publishing, NY. ISBN-13: COURSE GRADE CALCULATION Written Examinations = 60% Assignments and Case Reviews (3) = 15% Ethics Debate = 5% Final Examination = 20% (Cumulative) Total = 100%

4 Notes: There are no make-up examinations. A missed examination will be assigned a grade of zero. In accordance with KCC s Attendance Policy, excessive absences will result in course grade reduction. Two latenesses are equivalent to one absence. Utilization of mobile devices is prohibited during lecture and examinations. Statement to Students: The intentional use of another s intellectual creations without giving credit to that author is Plagiarism. This is considered theft of material from another author and as such is prohibited. Determination of plagiarism and penalty- ranging from grade reduction to course failure- is at the discretion of individual faculty members. TOPICAL OUTLINE Week # Topics Chapter 1 Introduction: Overview of Genetics 1 Levels of genetics What are genes and how do they work? How are genes transmitted form parents to offspring? How do scientists study genes? Most genes do not function alone Applications of genetics Understand the historical and current (modern) applications and approaches used in the field of human genetics. Understand how genetic studies and practices include ethical, legal and social issues. 2 Cells & Cell Division 2 Cell components The cell cycle (cell division) and cell death (apoptosis) Cell to cell interactions (signal transduction) Mitosis is essential for growth and cell replacement The reproductive system 3 Meiosis: Gamete Maturation (spermatogenesis and oogenesis) Defining sex in stages: chromosomes, gonads, and hormones Understand that cells are the fundamental unit of living organisms, and be able to describe how each cellular component functions. Be able to describe mitotic cell division, and explain its role in cell replacement. Be able to state what stem cells are, how they function, and where they exist Be able to describe o Mitotic and Meiotic cell division and their purposes o Multiple births and their genetic implications 3-4 Mendel: Gene Transmission from Generation to Generation 4 Dominant and recessive traits Single gene inheritance in humans The principles of Segregation and Independent Assortment Meiosis explains Mendel s results Pedigree Analysis EXAM 1 Describe how many basic concepts of genetics were first identified Explain how Mendel s experiments explain the separation and assortment of genes (alleles) Know how to design and interpret a pedigree

5 4-5 Non-Mendelian Inheritance 5 Multiple forms of genes can produce different phenotypes The environment can mix genetics to give different outcomes Linked genes change inheritance patterns Be able to explain using examples of how lethal, multiple, and incompletely dominant genes affect Mendelian inheritance. Be able to give a structural explanation of linked genetic traits. 5 Sex linked Traits 6 Sexual Development and chromosomes Sex determination: Chromosomes, gonads, hormones Sex-chromosome-linked dominant and recessive traits Paternal inheritance: genes on the Y chromosome X chromosome expression in males and females Multifactorial Traits 7 Polygenic traits Twin Studies CASE STUDY- CLASS DISCUSSION Describe in a paragraph the various influences of genes and hormones on sexual characteristics. Distinguish between Sex linked dominant and recessive traits Define and give an example of single and multifactorial traits in humans Describe in a paragraph in what way a twin study separates genetic from environmental influences on phenotypes. 6-7 Cytogenetics: Karyotypes and Chromosome Aberrations Brief overview of DNA structure and chromosomal organization 9-10 The human chromosome set 13 Analyzing a karyotype Variations in chromosome number (autosomal trisomy, aneuploidy of sex chromosomes) Other chromosomal abnormalities EXAM 2 Describe in a paragraph the relationship between a chromosome, an allele, a gene and DNA, RNA, and a protein Name and describe in a few sentences the effects of several types of chromosomal aberrations. 8-9 Genetics of Immune System 17 The importance of cell surfaces The immune system components and systems Immune system responses: non-specific and specific defenses Physical barriers, innate v. acquired immunity Blood types, transplantation Abnormal immunity autoimmunity, allergies Altering immune function vaccines, transplants Be able to distinguish between antibodies and antigens.

6 Be able to discuss how the immune system defends the body against infection. Distinguish between general and specific defenses against infection. Be able to discuss how antibodies are manufactured in the body during infection. Describe in a few sentences blood types and their importance in blood transfusions and immune reactions between mother and fetus. Describe in a few sentences each immune system disorders such as allergies and autoimmune reactions. Documentary The Boy in the Bubble - Writing Assignment Reproductive Technologies 20.2, 20.3, 20.4, 21 Fertility and Sub fertility Male fertility, female fertility, infertility tests Assisted reproductive technologies Donated sperm, donated uterus, in vitro fertilization, ICSI Oocyte banking Pre-implantation genetic diagnosis Potential therapies to correct many disorders (gene therapy) Genetic counseling assesses reproductive risks Extra Embryos Be able to define and describe male and female fertility and infertility test Be able to describe various assisted reproductive technologies utilized as childbearing options. Be able to describe and discuss ethical issues in reproductive technology Discuss pre-implantation technologies and potential therapies Describe how/why surplus embryos are made and utilized CASE STUDY- WRITING ASSIGNMENT Allele Frequencies 14 The importance of knowing allele frequencies (sect. 14.1) DNA Profiling (sect. 14.4) Genetic Privacy (sect. 14.5) EXAM 3 Be able to discuss the importance of knowing allele frequencies Learn how DNA profiling is utilized in forensics and disasters Discuss challenges to genetic privacy. CASE STUDY- WRITING ASSIGNMENT ETHICS DEBATE