FYSM 154                                Science and Asthma: A Global Perspective              Fall 2007

First-Year Seminar                               Scientific Discovery Program

 

Professor:        Alison J. Draper, Ph.D.                         Phone: x 5189

Office: Clement 107                               E-mail: alison.draper@trincoll.edu

 

Mentor:           Cristina Wheeler Castillo ‘08                  Phone: x 4936   Cell: 805-415-7698

Room:   Summit South 202                      E-mail: cristina.wheelercastillo@trincoll.edu  

           

Class time: Tues and Thurs 11:20 am to 12:35 pm with “lab” on Wednesday from 1:15-3:55

Classroom: Tues/Thurs: Clement 213; Wed: Clement 107 (unless otherwise noted)

Office hours: Anytime (drop by or make appointment via e-mail)

 

I.                   Required Materials

Book:  Human Trials: Scientists, Investors and Patients in the Quest for a Cure, by Susan Quinn

            Going out of print: Will be provided

Other Materials will be provided.

 

II.                Goals for Course

By the end of the semester, each student should gain:

1.       An appreciation for the scientific discoveries underlying current medical practice.

2.       Knowledge of how scientific discoveries are made and verified.

3.       An understanding of expectations of college-level critical reading/writing.

4.       An appreciation of asthma as multi-factorial, global disease.

5.       An appreciation for the influence of culture on the practice of medicine.

6.       An appreciation of our ability as scientists to give back to the community.

 

III.             Evaluation

Grades in the course will be based on the following:

                        Research seminar attendance                                         30 points

                        Writing assignments - midterm                                       225 points

                        Writing assignments - end of semester                            250 points

                        Class Project                                                                   25 points

                        Participation                                                                    30 points

Instructor’s points*                                                         30 points

 

                        TOTAL                                                                        590 points

 

*Instructor’s points are based on effort in class, and include such attributes as attendance, engagement, and punctuality.

 

In order to receive a high grade in this course, you will need to attend every class, complete all assignments in a timely manner, and demonstrate a serious engagement with the course material through your writing and through participation in the class project and class discussion.

 

IV.       Academic dishonesty

I will deal with any suspected academic dishonesty in this course by reporting to the Dean of Students office and the Honor Council.

 

V.                 Attendance

Attendance at every class is expected; it is your professional responsibility. Please let me know beforehand if you need to miss a class. You are responsible for making up the work and getting notes from your classmates. Reminder: attendance and participation count toward your grade.

 

VI.              Class participation

Participation is graded to encourage students to be actively engaged in the communication and interactive instruction that takes place in class. I will assign up to 30 points for participation based on observations of student behaviors in class. Categories below indicate general combinations of behaviors that might predict a grade. An unofficial mid-semester estimate will be provided so that students may continue to improve behavior.

 

Points            Behaviors

 

30                   Very actively participates and takes initiative in small group activities

(e.g. keeps group on task, asks group members for input, etc.).

Consistently takes initiative to be involved in large-group discussions

                                        (e.g. raises hand, spontaneously answers questions, etc.).

Contributes mature, appropriate responses when participating in discussions.

Consistently and appropriately challenges viewpoints and perspectives related

to course material.

                       

24                   Actively participates and takes initiative in small group activities.

Often takes initiative to be involved in large-group discussions

(e.g. raises hand, spontaneously answers questions, etc.).

Contributes mature, appropriate responses when participating in discussions.

Appropriately challenges viewpoints and perspectives related to course material.

                       

21                   Actively participates in small group activities.

Occasionally participates in large-group discussions.

Contributes mature, appropriate responses when participating in discussions.

Appropriately challenges viewpoints and perspectives related to course material.

                       

15                   Participates in small group activities.

Participates in large-group discussions only when directly questioned by instructor.

Contributes mature, appropriate responses when participating in discussions.

Appropriately challenges viewpoints and perspectives related to course material.

       

9                      Inconsistently pays attention (e.g. sleeps, reads newspaper, etc.).

Participates in small group activities.

Occasionally does not participate in large-group discussions even when directly

questioned by instructor (e.g. no response or no opinion).

Inconsistently challenges viewpoints and perspectives related to course material.

Occasionally makes inappropriate/distracting comments that detract from discussions.

       

0                      Consistently does not pay attention (e.g. sleeps, reads newspaper, etc.).

Occasionally or consistently does not participate actively in small group activities.

Does not participate in large-group discussions even when directly questioned

by instructor (e.g. no response or no opinion).

Does not contribute mature, appropriate responses to class discussions.

Inappropriately challenges viewpoints and perspectives related to course material.

Consistently makes inappropriate comments that detract from class activities.

 

 

 

VII.           Assignment policies

a.       Late assignments will be penalized by 10% per day unless prior permission has been granted for an extension.

b.       Unless clearly instructed otherwise, all written assignments should represent your own individual work, although conversation about assignments and about assigned reading is encouraged.

c.       Also, unless clearly instructed otherwise, all assignments should be turned in in hard copy at the beginning of class. Exceptions will be clearly noted in the assignment.

 

VIII.        Electronic communications

I will be communicating with the class throughout the semester by e-mail. It is important for this course and others that you get into the habit of checking your Trinity e-mail account regularly. There is also a BlackBoard site for the course which you will need to access regularly to download readings and assignments. All course documents and handouts will be posted there should you require additional copies.

 

IX.              Attendance at Research Seminars

An important part of your experience as a science student at Trinity will be attendance at weekly research seminars. Most departments host regular seminars, where members of the department, senior thesis students, or outside guests present their latest research findings. Seminar schedules will be shared in class, and thirty points towards your grade in this course will be from attendance at these seminars. You will be required to attend 3 seminars over the course of the semester and submit short summaries of each. To count, the summary must be submitted within one week of the seminar. (You are encouraged to submit these electronically by sending reports as Word documents attached to e-mail messages.) PLAN AHEAD! Most departments host seminars during the semester, but you are unlikely to find many offered after Thanksgiving. It will be best if you pace yourself and attempt to attend one every two weeks or so.

 

X.                 Writing portfolios

The purpose of the writing portfolio is to track your learning in this course. In addition to learning specifically about the process by which discovery is made and tracking your participation in the asthma project, you will also learn to improve your writing. The writing portfolio is designed to help you track your progress in both.

 

The portfolio will be turned in twice - once at midterm and then again at the end of the semester. Writing will be graded holistically each time you hand in your portfolio. In order to get a high grade, you need to complete all assignments, demonstrate a serious engagement with the course material in your writing, and show a strong work ethic in responding to others' writing and in revising your own work. You have been provided with a three-ring binder. Every time you write something for class, put it in the binder. It will also be useful to start a table of contents that you can fill in as you add papers. Include all submitted drafts and organize the portfolio chronologically with the first papers first.

 

At the end of the semester, you will be required to write an introduction to your writing portfolio that will describe the progress made in learning about discovery and also about writing. More details on that assignment will be given later in the semester.

 

Failure to turn in the final assignment and the writing portfolio by the due date will result in a failing grade in the class.

 

 

XI.              Course Schedule

The following course schedule is subject to change as the semester progresses. These changes may result from progress, instructor interest, asthma project progress, student interest or newsworthy events related to course material.

 

Course Schedule

31 Aug. (Friday) Orientation meeting Class introduction Distribute syllabus Discuss summer reading/writing assignment Distribute Miller reading/writing assignment               01 10 – 11 am
TUES: 11:20-12:35	WED 1:15 to 3:55 (or as noted)		THURS: 11:20-12:35
PART I: THE SCIENTIFIC BASIS OF MEDICINE
4 Sept. Discovery In class: Discovery activities (puzzles) Focus: Problem solving   Before class, read Miller essay and prepare reaction paper according to instructions.                                                          02	5 Sept. Food/Discussion   We will meet in Science Commons at 1:15 and enjoy some Trinidadian food. We will discuss our class project, discuss the photography project and assign topics for next Wednesday’s reports. Before class, read chapter on Food in your Trinidad and Tobago travel guide.                            (1:00-~3:00)		6 Sept. Discovery In class: Discovery activities (canisters) Focus: Observation Introduce Design Contest   Before class, read Fauci essay “A Goal of Service to Humankind” and write short reaction paper as instructed.                                      03
11 Sept. Discovery In class: Discovery activities (termites) Focus: Hypothesis building   Before class, read Kevles essay and submit draft of reaction paper to Cristina according to instructions.        04	12 Sept. Academic Success at Trinity Discussion/demonstration of the following resources: SI Writing Center Dean of Students office Counseling Center         (1:15-2:30)		13 Sept. Discovery In class: Discovery activities: As data interpretation and experimental design.  Focus: Explanation Schedule individual meetings for next week   Before class, read Gawande chapter “Casualties of War” from his book, Better, and write reaction paper according to instructions.                          05
Friday, Sept. 14 3-4:30 pm Annual Summer Research Symposium Washington Room, Mather Hall Come see what students did during the summer research program as they present their work at this poster session. Remember, you can take advantage of this opportunity as early as this coming summer!
Friday, Sept. 14 Out-of-class Activity (required) Supper and activity Meet at Science Commons 5:15 pm

 

18 Sept. Discovery In class: Discovery activities (culmination activities)   Before class, revise Kevles reaction paper according to comments. 06	19 Sept. Database session Meet in the lobby of the library for class at 1:15. (B002)       (1:15-~3:00)
PART 2: ASTHMA PROJECT
		20 Sept. Asthma Introduction Introduction to class project plan, curriculum and asthma. Talk about assignment of teams.   Before class, prepare Discovery Paper as instructed.                       07
25 Sept. The ALA curriculum and YOUR job   Introduction to asthma.     Before class: Prepare asthma handouts for class on assigned topic as instructed.           08	26 Sept. ALA Training for Asthma program   Before class: Read the American Lung Association website description of the Open Airways program: http://www.lungusa.org/site/pp.asp? c=dvLUK9O0E&b=44142   And: write the personal reflection essay on your work style as instructed.   (1:15-3:30)	27 Sept. Class Project Work Asthma in Hartford Rita Kornblum, City of Hartford Health and Human Services Department will speak to us about asthma in Hartford and about the Asthma Call to Action Task Force.   Before class, read the Asthma Call to Action Annual Report, and the Hartford Health and Human Services Department web pages and propose questions for Rita Kornblum as instructed.  09
Saturday, Sept. 29 Family weekend picnic lunch
2 Oct. Asthma: the science In class, we will study the immunology and pharmacology of asthma.                   Before class, write your first informal class project reflection paper - a reflection on our preparations for the class project.   At the end of class, we will assign teams for the class project, and begin building teamwork.   10	3 Oct. Field Trip: Speaker The medicine of asthma   At 1:15, we will meet in Science Commons to go to Connecticut Children’s Medical Center to visit Dr. Michelle Cloutier, Hartford’s pediatric asthma specialist. We will send our list of questions (collected on 9/25) to her ahead of time.   Before class, read material about asthma and complete teamwork assignment. (1:15 to 3:30)	4 Oct. Class Project Work Work on Lesson 1 presentations     Before class: write your second informal class project reflection paper - a reflection on our discussions yesterday with Dr. Cloutier and your latest thoughts about the class project.   Also, do the plagiarism and database assignment as instructed.   11

 

9 Oct No class – Trinity Days	10 Oct. Presentations – Week 1   Meet in Science Commons at 1:15 SHARP!	11 Oct. Class Project Work Work on Lesson 2 presentations     Before class: write your third informal class project reflection paper - a reflection on your first experience in the schools.   12
16 Oct. Class Project Work Discussion of class project, global and Trinidad and Tobago connections with members of last year’s asthma class     Before class, prepare Annotated Bibliography for Class Project Research Paper as instructed.       13	17 Oct. Presentations – Week 2	18 Oct. Class Project Work Work on Lesson 3 presentations   Before class, write your fourth informal class project reflection paper - a reflection on how the class project is going so far and what you and your team need to do to make it go better.        Also, prepare Midterm Writing Portfolio as instructed.                  14
23 Oct. No class: Will hold class tomorrow afternoon following presentations when Prof. Trostle is available.               15	24 Oct. Presentations – Week 3     3:00 – 3:55 Class Visitor: Prof. Jim Trostle, Anthropology Health Intervention Strategies   Before class, read Ch. 6 from Prof. Trostle’s book and prepare paper as instructed.	25 Oct. Class Project Work Work on Lesson 4 presentations   Before class, write your fifth informal class project reflection paper - a reflection on our discussion with Prof. Trostle, your experiences with the in-school presentations and your latest thoughts about the class project.   16
30 Oct. Class Project Work In class: Debriefing on presentations, follow-up on health intervention strategies   Before class, read EPA website on asthma triggers. Read the general description of each trigger, and then click on each to read each more detailed description.  http://www.epa.gov/asthma/triggers.html 17	31 Oct. Presentations – Week 4	1 Nov. Class Project Work Work on Lesson 5 presentations   Before class, prepare Class Project Research Paper as instructed.             18

 

 

 

6 Nov. Class Project Work Ethics in medicine Discussion of summer opportunities   Before class, read two essays by Gawande, “Education of a Knife” and “Whose Body Is It, Anyway?” and prepare assignment as instructed.     19	7 Nov. Presentations – Week 5	8 Nov. Class Project Work Work on Lesson 6 presentations Schedule shopping trips   Before class, write your sixth informal class project reflection paper – a reflection on the process of writing your class project research paper, the global implications of asthma and your latest thoughts about the class project.     20
13 Nov. Class Project Work Planning for spring semester Planning Trinidad and Tobago trip     Before class: Read Trinidad and Tobago travel guide and identify activities or destinations as instructed.         21	14 Nov. Presentations – Week 6	15 Nov. Class Project Work In class: Debriefing on class project work, celebration of completion of class project   Before class, write your seventh informal class project reflection paper – a reflection on the completion of the class project.   In class, we will have lunch catered from Jahm Ske’s West Indian Cuisine, in Hartford. 22
PART 3: ASTHMA AS A GLOBAL PROBLEM
20 Nov. Global Asthma Discussion of asthma as a global problem, begin discussing trip   Before class, read WHO report on worldwide asthma rates and write short summary of the current asthma statistics in Trinidad and Tobago as instructed.                                      23	21 Nov. No class – Thanksgiving Break	22 Nov. No class – Thanksgiving Break
27 Nov. Global Asthma Trinidad and Tobago: Descriptive epidemiology   Before class, read the assigned article on the descriptive epidemiology of asthma in Trinidad and write short summary as instructed.                     24	28 Nov. Preparing for Final Exams: A workshop                   (1:15-2:30)	29 Nov. Global Asthma Trinidad and Tobago: Inter-island comparison   Before class, read the assigned article comparing asthma in Trinidad and in Tobago and write short summary as instructed.   Also, complete Revised Class Project Research Paper.         25

 

Optional Out-of-Class Activity: (will count as one seminar) Thursday November 29 at 1:15 pm, Clement 210 Dr. Wayne Carver, the Chief Medical Examiner for the State of Connecticut, will give at talk for the ISP class. You are welcome to join us!
4 Dec. Global Asthma During class, we will have lunch at Island Cuisine restaurant on Farmington Ave. in Hartford. We will discuss the Trinidad and Tobago trip and the continuation of our project.   Class may run late, but we will be back to campus by 1:15 in case you have class/lab.     26	5 Dec. TBA	6 Dec. Conclusions/Introductions Wrap-up and debriefing Planning for Spring projects Discussion of summer opportunities   Before class, prepare introduction to writing portfolio and prepare portfolio for submission as instructed.         27

 

 

XII.           Assignment weights (tentative)