Effective Fall 2015

UCC/UGC/ECCC Proposal for New Course

Fall 2016

Please attach proposed Syllabus in approved university format.

1. Course subject and number: PHA 511 2. Units: 2

See upper and lower division undergraduate course definitions. 3. College:

Health and Human Services

4. Academic Unit:

Physician Assistant Studies

5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning Outcomes)

Student Learning Outcomes: Upon completion of this course, through written examination,

class participation and course readings/assignments the student will be able to:

1. Demonstrate knowledge of the mechanisms for homeostasis in the human body. 2. Identify and recognize the components of the human nervous system including the

autonomic nervous system, synapses and neurotransmitters, the cerebral cortex, reticular system, limbic system, motor system, sensory system, and vestibular system and apply this knowledge to recognition of some common abnormalities of these systems which results in disease states.

3. Recognize the physiological process of vision, hearing, smell, and taste and demonstrate an understanding of those processes to the recognition and explanation of some common abnormalities of these functions.

4. Identify and recognize the components of the respiratory system and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

5. Identify and recognize the components of the cardiovascular system and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

6. Identify and recognize the components of the hematologic and immunologic system and apply this knowledge to the recognition and explanation of the physiology of these systems as well as some common abnormalities of these systems.

7. Identify and recognize the components of the digestive system including the mouth, esophagus, stomach, small intestine, duodenum, jejunum, ileum, large intestine, liver and pancreas and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

Effective Fall 2015

8. Identify and recognize the components of the musculoskeletal system and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

9. Identify and recognize the components of the renal system and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

10. Identify and recognize the components of the endocrine system and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

11. Identify and recognize the components of the male and female reproductive systems and apply this knowledge to the recognition and explanation of the physiology of these systems as well as some common abnormalities of these systems.

6. Justification for new course, including how the course contributes to degree program outcomes, or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing Effective Program Student Learning Outcomes) This new course, Physiology, takes the exact same physiology content that has been taught within the previous combined physiology and pathology course, and moves it into its own course. The content is unchanged. This change allows the students to have their necessary basic science courses together in the fall semester (with anatomy, genetics, immunology, and microbiology), giving them a better foundation for the subsequent semesters. The outcomes for PHA 511 are focused on the physiological processes of each organ system and their functioning in the healthy state. The course will give examples of abnormalities in order to emphasize how the normal function of each system may become altered, thereby producing an unhealthy state. The Specific Learning Objectives in PHA 511 involve learning about normal physiologic functioning at the cellular and organ level. The course content of PHA 511 Human Physiology is not changing in terms of overall body systems covered. The use of the term “course content” is meant to refer to the fact that the physiology course covers all human body systems. The new course content is the same in that it covers all body systems, but at a deeper, more clinically-appropriate level for PA students. The older course was 4 credits, with approximately 1 credit devoted to human physiology and approximately 3 credits devoted to human pathology. Under the old course model, the instructor felt she had to lessen the depth of her complete body content in order to cover all systems in the allotted time. Under the new PHA 511 course of 2 credits, she is able to teach to a deeper level of understanding as well as have more time for questions from students about specific physiologic concepts for which they need more clarification. The terms identify/recognize as utilized in the specific instructional objectives are meant to help a student to be able to select an appropriate process or term from a given list or description. This would be assessed utilizing a straight-forward multiple choice question with one best answer. An example of this would be: 511 Objective: Recognize the normal distribution of Na+, K+, Ca2+, and Cl- across the cell membrane, and explain how the relative permeability to these ions create a resting membrane potential 511 Assessment: Which of the following results from a maximal increase in sodium conductance?

Effective Fall 2015

A. +60 mV B. 0 mV C. +15 mV D. -70 mV E. -90 mV The term apply is meant to lead a student to be able to recall a process or procedure they have studied and then apply it to a case-based or patient-based scenario. This would be assessed utilizing a multiple choice question with one best answer, and the stem of the question would contain a case or patient information. An example of this would be: 511 Objective: Describe the respiratory and renal regulation of the CO2/HCO3

- buffer system and apply to a patient scenario. 511 Assessment: A patient recovering from surgery in the post-anesthesia care unit is difficult

to arouse two hours following surgery. Which of the following would be indicative of an

alkalotic state in this patient?

A. Increased PCO2 B. Increased PO2 C. Increased serum bicarbonate D. pH less than 7.4

7. Course Title:

HUMAN PHYSIOLOGY

(max 100 characters including spaces) 8. Catalog course description (max. 60 words, excluding requisites):

This lecture based course will present a comprehensive and advanced review of cellular,

organ system and whole body physiology while simultaneously presenting the corresponding

general pathophysiology of organ systems. This approach will allow the student to reinforce

and deepen their foundation in human physiology to prepare them for their courses in human

pathophysiology and clinical medicine.

9. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)? Yes No If yes, list and include the appropriate plan proposal.

MPAS

10. Does this course duplicate content of existing courses? Yes No

If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why

NAU should establish this course, and include applicable support/correspondence.

PHA 510 HUMAN PHYSIOLOGY AND PATHOLOGY. PHA 510 is being split into a Physiology course and a Pathology course to better deliver the content to students.

11. Grading option: Letter grade Pass/Fail Both

12. Proposed Co-convene with: 14a. UGC approval date*:

Effective Fall 2015

See co-convening policy. *Must be approved by UGC before UCC submission, and both course syllabi must be presented. 13. Proposed Cross-list with:

See cross listing policy.

14. May course be repeated for additional units? Yes No

14a. If yes, maximum units allowed?

14b. If yes, may course be repeated for additional units in the same term? Yes No

15. Proposed Prerequisites:

Admittance into the Physician Assistant Studies plan

If prerequisites, include the rationale for the prerequisites.

This is a basic science course being delivered with other basic science courses during the

students’ first semester of the program. Therefore, the only prerequisite is admission to the

program.

16. Proposed Co requisites: N/A

If co requisites, include the rationale for the co requisites.

17. Does this course include combined lecture and lab components? Yes No

If yes, include the units specific to each component in the course description above.

18. Does this course include an experiential learning component? Yes No

19. Class Instruction Mode:

In-person

Online

Blended

If In-person or Blended, where will the course be offered? FLGMTN Other

20. Which terms will the course be offered?

Fall Winter Spring Summer Other (Fall/Even Yrs, Spring/Odd Yrs, Intermittent, etc.)

21. Do you anticipate this course will be scheduled outside the regular term? Yes No

If yes, please refer to: http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/

22. Will there be a course fee? Yes No

If yes, please refer to: http://nau.edu/Registrar/Faculty-Resources/Course-Fees/

Answer 23-24 for UCC/ECCC only:

23. Is this course being proposed for Liberal Studies designation? Yes No

Effective Fall 2015

24. Is this course being proposed for Diversity designation? Yes No

FLAGSTAFF MOUNTAIN CAMPUS

Scott Galland

12/17/2015

Reviewed by Curriculum Process Associate Date

Approvals:

Department Chair/Unit Head (if appropriate) Date

Chair of college curriculum committee Date

Dean of college Date

For Committee use only:

UCC/UGC Approval Date

EXTENDED CAMPUSES

Reviewed by Curriculum Process Associate Date Approvals:

Academic Unit Head Date

Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning) Date

Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized Learning)

Date

Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or Personalized Learning)

Date

UGC Approval (Graduate-Level Courses Only)

Date

Effective Fall 2015

Chief Academic Officer; Extended Campuses (or Designee) Date

From: Richard William Dehn

Sent: Wednesday, November 04, 2015 2:45 PM

To: Emily D Babcock <Emily.Babcock@nau.edu>; Stuart S Galland <Stuart.Galland@nau.edu>

Subject: RE: PA Courses

Yes, I approve of these changes. Rick

Richard Dehn, MPA, PA-C

Professor, College of Health and Human Services

Chair, Department of Physician Assistant Studies

Northern Arizona University Phoenix Biomedical Campus

435 N. 5th St., Room C-616

Phoenix, AZ 85004

Voice 602-827-2421(Phoenix) 928-523-0903(Flagstaff)

FAX 602-827-2425

Cell 319-594-8076

Richard.Dehn@nau.edu

http://www.nau.edu/chhs/pa/welcome/

Department of Physician Assistant Studies

PHA 511 Human Physiology Syllabus PROPOSED

Fall 2016

2 Credits, 32 Clock hours

4 credits of lecture (4 hours of contact time/week)

Instructor of Record:

Emily Babcock, DHSc, PA-C

Office address: Health Care Education Building 425 N. 5th Street Phoenix, AZ 85004 C609

Instructor:

Cynthia Standley, Ph.D.

Office Addresses:

Health Care Education Building B531 425 N. 5th Street Phoenix, AZ 85004

cstand@email.arizona.edu

Office Hours: Please email instructor to set up an appointment.

Effective Fall 2015

Course Time and Location: Class will meet for lecture on Tuesdays from 1:00 PM to 3:00 PM in

room B102 unless otherwise noted. Please see the attached weekly calendar for more details and

any variations from the general schedule.

Course Prerequisites: Admittance into the Department of PA Studies Program

Course Description:

This lecture based course will present a comprehensive and advanced review of cellular, organ

system and whole body physiology while simultaneously presenting the corresponding general

pathophysiology of organ systems. This approach will allow the student to reinforce and deepen their

foundation in human physiology to prepare them for their courses in human pathophysiology and

clinical medicine.

Course Goals:

1. To present the student with a comprehensive and advanced review of whole body physiology. 2. To foster a deeper understanding of human physiology to set a strong foundation for later course

material in pathophysiology and clinical medicine.

Student Learning Outcomes: Upon completion of this course, through written examination, class

participation and course readings/assignments the student will be able to:

1. Demonstrate knowledge of the mechanisms for homeostasis in the human body.

2. Identify and recognize the components of the human nervous system including the autonomic nervous system, synapses and neurotransmitters, the cerebral cortex, reticular system, limbic system, motor system, sensory system, and vestibular system and apply this knowledge to recognition of some common abnormalities of these systems which results in disease states.

3. Recognize the physiological process of vision, hearing, smell, and taste and demonstrate an understanding of those processes to the recognition and explanation of some common abnormalities of these functions.

4. Identify and recognize the components of the respiratory system and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

5. Identify and recognize the components of the cardiovascular system and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

6. Identify and recognize the components of the hematologic and immunologic system and apply this knowledge to the recognition and explanation of the physiology of these systems as well as some common abnormalities of these systems.

7. Identify and recognize the components of the digestive system including the mouth, esophagus, stomach, small intestine, duodenum, jejunum, ileum, large intestine, liver and pancreas and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

8. Identify and recognize the components of the musculoskeletal system and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

Effective Fall 2015

9. Identify and recognize the components of the renal system and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

10. Identify and recognize the components of the endocrine system and apply this knowledge to the recognition and explanation of the physiology of this system as well as some common abnormalities of this system.

11. Identify and recognize the components of the male and female reproductive systems and apply this knowledge to the recognition and explanation of the physiology of these systems as well as some common abnormalities of these systems.

Course structure/approach:

Weekly lectures will cover human physiology in a system-oriented approach.

Recommended textbook:

Costanzo, L.S. (2014). (5th Ed.) Physiology. Philadelphia, PA: Elsevier Saunders

*This text may be used within the HSEB library, and older editions may be checked out. The direct link to this text can be used for free by NAU students either on a library computer, or when using the UA Public wifi in the HSEB at https://www-clinicalkey-com.ezproxy1.library.arizona.edu/#!/browse/book/3-s2.0-C20110041777

Course Outline:

Date Time Week Topic

Tues

8/16/16

1:00 – 3:00 pm 1 Nervous system and muscle physiology

Tues

8/23/16

1:00 – 3:00 pm 2 Nervous system and muscle physiology

Tues

8/30/16

1:00 – 3:00 pm 3 Sensory System Overview

Hearing, Vestibular Function and Vision

Tues

9/6/16

1:00 – 3:00 pm 4 Hearing, Vestibular Function and Vision

Tues

9/13/16

1:00 – 3:00 pm 5 Sensory System Overview

Hearing, Vestibular Function and Vision

Mon

9/20/16

7:00- 8:00 am 6 Exam 1

Tues

9/21/16

1:00 – 3:00 pm 6 Cardiac Physiology: Conduction System, Cardiac Muscle, Cardiac

Cycle

Tues

9/27/16

1:00 – 3:00 pm 7 Cardiac Physiology: Conduction System, Cardiac Muscle, Cardiac

Cycle

Tues

10/4/16

1:00 – 3:00 pm 8 Cardiac Physiology: Hemodynamics, Effect of Exercise

Mon

10/10/15

7:00- 8:00 am 9 Exam 2

Tues

10/11/16

1:00 – 3:00 pm 9 Respiratory Physiology and PFTs

Tues

10/18/16

1:00 – 3:00 pm 10 Respiratory Physiology and PFTs

Effective Fall 2015

Tues

10/25/16

1:00 – 3:00 pm 11 Renal Physiology

Tues

11/1/16

1:00 – 3:00 pm 12 Acid Base Physiology

Body Fluid Dynamics

Mon

11/7/15

7:00- 8:00 am 13 Exam 3

Tues

11/8/16

1:00 – 3:00 pm 13 Endocrine Physiology

Assessment of Student Learning Outcomes:

Students will be evaluated through the following methods:

Written examinations utilizing multiple choice format

Four (4) Written Exams: 25% each

Students will take the exams on the NAU Phoenix Biomedical Campus.

Participation:

Attendance and class participation will account for the participation grade.

Grading System:

The following grading scale will be used:

A 90-100

B 80-89

C 70-79

F ≤69

Course policy:

Retests/make-up exams: Make-up exams will not be offered unless you can demonstrate (e.g., with

a doctor’s letter) that your absence on the exam day was unavoidable.

Attendance: Attendance in lecture and laboratory is mandatory due to the material presented.

Please refer to the NAU DPAS Student Handbook on policies on attendance.

Student Responsibilities:

Students are expected to attend all classes and to read assigned readings as stated on the

instructional objectives prior to class. This will facilitate comprehension of the material presented in

lecture.

All assignments are to be fully completed, handed in by the designated due date and follow the

outlined criteria.

Effective Fall 2015

Student are expected to consistently conduct themselves in a professional manner, to demonstrate

respect, compassion and integrity, sensitivity to differences in all interaction and to demonstrate

emotional resiliency, stability, flexibility and tolerance of ambiguity and anxiety.

All cell phones and electronic devices must be turned off and out of sight during exams. If a student is

found with a cell phone out during an exam, the student will receive an immediate grade of zero for

the exam, and potentially further disciplinary action.

NAU Policy on Academic Dishonesty:

ACADEMIC DISHONESTY is a form of misconduct that is subject to disciplinary action under the

Student Code of Conduct and includes the following: cheating, fabrication, fraud, facilitating academic

dishonesty and plagiarism.

Plagiarism: any attempt to knowingly or deliberately pass off other's work as your own.

Cheating: any attempt to gain an unfair advantage over one's fellow students.

Fabrication: any attempt to present information that is not true when the author knows the

information presented is false.

Fraud: any attempt to deceive an instructor or administrative officer of the university.

Facilitating Academic Dishonesty: any attempt to assist an act of academic dishonesty by another

individual.

If you are charged with academic dishonesty, you are subject to the Arizona Board of Regents’

Student Code of Conduct and procedures established by NAU, specifically the Academic Dishonesty

policy, outlined in the http://www4.nau.edu/stulife/handbook.htm.

Other:

ARC-PA Standards met by this course:

B1.02 - B1.05

B1.09

B2.02b

B2.02c

B2.03

C3.01-C3.03

NAU DPAS Graduate Competencies met by this course:

2.02

3.01

3.02

8.03

Specific Learning Objectives:

Nervous System and Muscle Physiology

1. Define and identify the following regions of a neuron: dendrites, axon, axon hillock, soma, and synaptic cleft.

Effective Fall 2015

2. Describe the normal distribution of Na+, K+, Ca2+, and Cl- across the cell membrane, and explain how the relative permeabilities to these ions create a resting membrane potential.

3. Describe the effects of demyelination on action potential propagation and nerve conduction. 4. Describe chemical neurotransmission and define the characteristics of a neurotransmitter. 5. Describe the ionic basis for inhibitory and excitatory post-synaptic potentials and how these

changes can alter synaptic transmission. 6. Identify the major classes of neurotransmitters. 7. Differentiate among the physiological properties of types of muscle fibers. 8. Describe the 3 sources of ATP production in skeletal muscle and differentiate among their roles. 9. Describe the organization and innervation of motor units and the various motor unit types. 10. Describe the general features and mechanism of the cross bridge cycle (sliding filament model) in

skeletal muscle contraction. Sensory System Overview 1. Discuss the types and various classifications of sensory receptors and nerve fibers. 2. Describe the general steps in sensory transduction and action potential generation at a sensory

receptor. 3. Describe how sensory systems code for modality, intensity, duration and location of a stimulus. 4. Describe taste receptors, transduction pathways, and taste pathways. 5. Describe the olfactory receptors, transduction mechanisms, and olfactory pathways.

Hearing, Vestibular Function, and Vision

1. Describe the function of the outer ear, middle ear, and inner ear, and how deformations of the basilar membrane are converted into action potentials in auditory nerve fibers.

2. Describe how pitch, loudness, and localization of sounds in space is coded by central auditory neurons.

3. Distinguish conductive from sensorineural forms of hearing loss, and explain the tests used to assess them.

4. Describe the human audibility curve, and explain the changes that occur with aging. 5. Describe the structure and function of the vestibular system. 6. Explain vestibular nystagmus. 7. Describe the refraction of light as it passes through the eye to the retina, as well as the refractive

deficits that account for myopia, hyperopia, presbyopia, and astigmatism. 8. Describe the process of accommodation, contrasting the refraction of light by the lens in near and

far vision. 9. Describe the visual pathway, and the resultant visual field defects resulting from lesions in the

retina, optic nerve, optic chiasm, optic tract, and the primary visual cortex Cardiac Physiology: Conduction System, Cardiac Muscle, Cardiac Cycle

1. Explain the normal sequence of cardiac depolarization from the SA node to the ventricular muscle. 2. Outline the sequence of events that occurs between the initiation of an action potential in a

cardiac muscle cell and the resulting contraction and relaxation of that cell including details about the role of Ca2+ in the control of contraction and relaxation of cardiac muscle.

3. Describe how action potentials from various cardiac cells differ. 4. Explain the functional significance of slow conduction through the AV node, and describe factors

that influence conduction velocity through the AV node. 5. Contrast the sympathetic and parasympathetic nervous system influence on heart rate and

cardiac excitation. 6. Describe how dipoles generated by the heart produce the waveforms of the EKG.

Effective Fall 2015

7. Correlate the electrical activity of the heart with ECG waves. 8. Compare and contrast cardiac muscle and skeletal muscle. 9. Discuss the phases of the cardiac cycle. 10. Differentiate between stroke volume, ejection fraction, and cardiac output. 11. Define preload and afterload. Discuss the impact of changes in preload, afterload, and

contractility influence cardiac performance. 12. Describe the role of Starling’s Law in keeping the output of the left and right ventricles equal. Cardiac Physiology: Hemodynamics and Effect of Exercise 1. Compare and contrast the types and characteristics of blood vessels. 2. Explain the relationship between blood flow, pressure and resistance in blood vessels. 3. Describe the differences in total resistance between blood vessels arranged in series vs. blood

vessels arranged in parallel. 4. Identify the changes in the following variables with exercise: SBP, DBP, PP, HR, SV, CO, VR,

TRP, a-vO2 difference and VO2max. Respiratory Physiology and PFTs 1. Identify how pleural pressure, alveolar pressure, airflow, and lung volume change during the

breathing cycle, and describe how differences in pressure cause air to move in and out of the lungs.

2. Define surface tension, and describe how it applies to lung mechanics including the effects of alveolar size and the role of surfactants. Also, define atelectasis and the role of surfactants in preventing it.

3. Describe the effects of airway diameter and turbulent flow on airway resistance. 4. Describe a spirogram resulting from maximal expiratory effort. Include the following components:

forced vital capacity (FVC), timed forced expiratory volumes (FEV’s), and the maximal expiratory flow rate between 25-75% of FVC.

5. Define and contrast the relationships between alveolar ventilation and arterial PCO2 and PO2. 6. Define the terms hypoventilation, hyperventilation, hypercapnea, hypopnea, and hyperpnea. 7. Describe how the ventilation/perfusion (V/Q) ratio of an alveolar-capillary lung unit determines the

PO2 and PCO2 of the blood emerging from that unit. Renal Physiology

1. Describe the tubular segments through which ultrafiltrate flows after it is formed at Bowman’s capsule to when it enters the renal pelvis.

2. Describe in sequence the blood vessels through which blood flows when passing from the renal artery to renal vein, including the glomerular blood vessels, peritubular capillaries, and vasa recta.

3. Explain the role of somatic, sympathetic, and parasympathetic nerves in the micturition reflex and in urination.

4. Describe the relative resistances of the afferent and efferent arterioles and the effects on renal blood flow and GFR.

5. Describe the regulation of Na+ reabsorption along the nephron, including effects of sympathetic nerves, angiotensin II, aldosterone, and atrial natriuretic peptide.

6. Describe the role of the renin-angiotensin-aldosterone system in the regulation of systemic arterial blood pressure.

7. Describe the factors that regulate K+ secretion in the collecting duct. 8. Describe the renal regulation of Ca2+ and phosphate transport by PTH, calcitonin, and 1,25-

dihydroxy vitamin D (calcitriol).

Effective Fall 2015

9. Recognize which conditions result in hyperparathyroidism and which organs are affected as a consequence of this disorder.

10. Differentiate between parathyroid adenomas and hyperplasias. 11. Describe the cause of hypoparathyroidism and which organs are affected as a consequence of

this disorder. 12. Identify the normal range of pH values and the upper and lower limits compatible with life. Also,

describe the role of buffers in maintaining pH, including the role of the kidneys and lungs 13. Describe the respiratory and renal regulation of the CO2/HCO3

- buffer system. Endocrine Physiology: Pituitary, Thyroid, Adrenal and Others

1. Compare and contrast the posterior vs. anterior pituitary and list the hormones secreted from each.

2. Explain how the hypothalamus controls hormone release from the anterior pituitary. 3. Discuss the secretion, feedback regulation and physiological function of prolactin. 4. Describe the clinical manifestations of a prolactinoma, noting age and gender-related symptoms. 5. Discuss the secretion, feedback regulation and physiological function of growth hormone. 6. Discuss the secretion, feedback regulation and physiological function of thyroid hormone. 7. Discuss the secretion, feedback regulation and physiological function of cortisol. Endocrine Physiology: Male and Female Reproductive Systems

Male 1. Describe spermatogenesis and the role of Sertoli cells and Leydig cells 2. Describe the endocrine regulation of testicular function 3. Describe the physiological actions of the androgenic hormones. 4. Describe the physiological functions of the major components of the male reproductive tract 5. Describe the neural, vascular, and endocrine components of the erection and ejaculation

response Female

6. Correlate the levels of FSH, LH, estradiol, progesterone, and inhibin with the changes in the endometrium and ovary during the menstrual cycle

7. Explain the role of FSH, LH, estradiol, and inhibin in oogenesis and follicular maturation 8. Describe oogenesis and its relationship to changes in the ovarian follicle. 9. Describe the hormonal regulation of estrogen and progesterone synthesis and secretion by the

ovary 10. Describe the physiological actions of estrogen and progesterone.

Puberty 11. Describe developmental changes in the male and female reproductive systems in childhood

and through puberty. 12. Explain the role of the hormones involved in the physiological process of puberty

Pregnancy 13. Describe the processes of fertilization and implantation. 14. Describe the physiologic functions of the placenta 15. Describe the role of human chorionic gonadotropin (hCG) in the rescue of the corpus luteum in

maintaining early pregnancy 16. List the functions of progesterone, estrogen, human placental lactogen and prolactin during

pregnancy. 17. Discuss the roles of the sex steroids, oxytocin, relaxin, and prostaglandins in the initiation of

labor and delivery

Effective Fall 2015

18. Explain the role of hormones in mammary gland development and function in pregnancy and lactation

Menopause 19. Explain the role of hormones in the physiology of menopause.

Gastrointestinal Physiology

1. Explain the integrated regulation (neural, endocrine, and luminal) that drives digestion and absorption of nutrients after a meal.

2. Identify the major excitatory and inhibitory motor neurotransmitters and major digestive hormones in the GI tract.

3. Describe how the functional importance of tonic inhibitory input from enteric motor neurons in the GI tract and how loss of this form of regulation may cause inappropriate GI motility.

4. Describe the major motor patterns in the GI tract and their functions during fasting and digestion. 5. Describe the control of peristalsis by the enteric nervous system. 6. Explain how the physical and chemical compositions of luminal contents are sensed and the

cellular and systemic responses to luminal stimuli. 7. Differentiate the process of ingestion, absorption, secretion, and excretion of the following major

classes of nutrients: carbohydrates, proteins, and fats. 8. Discuss the function of incretins. 9. Describe the physiology of fluid and electrolyte balance of the GI system. 10. Describe the role of colonic motility in facilitating the recovery of water and electrolytes.

Physiology of Aging

1. Describe the physiology of aging at the cellular and system level. 2. Describe the effect of aging on lung volumes, lung and chest wall compliance, blood gasses, and respiratory control. 3. Identify the main changes in the various organ systems with age and the implications of these changes: skin, cardiovascular, pulmonary, musculoskeletal, renal, GI and reproductive.

NORTHERN ARIZONA UNIVERSITY POLICY STATEMENTS FOR COURSE SYLLABI

SAFE ENVIRONMENT POLICY NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual orientation, gender, gender identity, disability, or veteran status by anyone at this university. Retaliation of any kind as a result of making a complaint under the policy or participating in an investigation is also prohibited. The Director of the Equity and Access Office (EAO) serves as the university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504 Coordinator. EAO also assists with religious accommodations. You may obtain a copy of this policy from the college dean’s office or from NAU’s Equity and Access Office website nau.edu/diversity/. If you have questions or concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or NAU’s Equity and Access Office (928) 523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or equityandaccess@nau.edu. STUDENTS WITH DISABILITIES If you have a documented disability, you can arrange for accommodations by contacting Disability Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax). Students needing academic accommodations are required to register with DR and provide required

Effective Fall 2015

disability related documentation. Although you may request an accommodation at any time, in order for DR to best meet your individual needs, you are urged to register and submit necessary documentation (www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR is strongly committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity (523-3312). ACADEMIC CONTACT HOUR POLICY Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for every unit of credit, a student should expect, on average, to do a minimum of three hours of work per week, including but not limited to class time, preparation, homework, studying. ACADEMIC INTEGRITY Integrity is expected of every member of the NAU community in all academic undertakings. Integrity entails a firm adherence to a set of values, and the values most essential to an academic community are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic integrity is expected not only in formal coursework situations, but in all University relationships and interactions connected to the educational process, including the use of University resources. An NAU student’s submission of work is an implicit declaration that the work is the student’s own. All outside assistance should be acknowledged, and the student’s academic contribution truthfully reported at all times. In addition, NAU students have a right to expect academic integrity from each of their peers. Individual students and faculty members are responsible for identifying potential violations of the university’s academic integrity policy. Instances of potential violations are adjudicated using the process found in the university Academic Integrity Policy. RESEARCH INTEGRITY The Responsible Conduct of Research policy is intended to ensure that NAU personnel including NAU students engaged in research are adequately trained in the basic principles of ethics in research. Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C 18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more information on the policy and the training activities required for personnel and students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/ SENSITIVE COURSE MATERIALS University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter—and critically appraise—materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty.

CLASSROOM DISRUPTION POLICY

Membership in the academic community places a special obligation on all participants to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. Instructors have the authority and the responsibility to

Effective Fall 2015

manage their classes in accordance with University regulations. Instructors have the right and obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are responsible for establishing, communicating, and enforcing reasonable expectations and rules of classroom behavior. These expectations are to be communicated to students in the syllabus and in class discussions and activities at the outset of the course. Each student is responsible for behaving in a manner that supports a positive learning environment and that does not interrupt nor disrupt the delivery of education by instructors or receipt of education by students, within or outside a class. The complete classroom disruption policy is in Appendices of NAU’s Student Handbook. August 25, 2015