EQSC 323 EQUINE ANATOMY AND PHYSIOLOGY COURSE SYLLABUS FALL 2015

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1 EQSC 323 EQUINE ANATOMY AND PHYSIOLOGY COURSE SYLLABUS FALL 2015 Instructor: Petra Collyer DVM PhD Office Location: AGIT 229 Office Hours: M W 8:00-10:00 am, and by appointment Office Phone: Office Fax: University Address: Petra.Collyer@tamuc.edu COURSE INFORMATION COURSE TIME AND PLACE Time: TR 5:00-6:15 pm Location: Equine Center Classroom MATERIAL Reece, William: Functional Anatomy of Domestic Animals 2013, 4 th edition, Wiley Blackwell ISBN- 13: ISBN- 10: Kainer, Robert A and McCracken Thomas O: Horse Anatomy: A Coloring Atlas 1998, 2 nd edition, Alpine Publications ISBN- 13: ISBN- 10: COURSE DESCRIPTION Undergraduate catalog : Students will learn all of the skeletal, muscular, and organ structures of the horse and how the horse is designed uniquely and suitably for the purposes for which it is used. Prerequisites: ANS 118 or EQSC semester credit hours 1

2 UNDERGRADUATE STUDENT LEARNING OUTCOMES AND ASSESSMENT: Upon successful completion of this course, students shall be able to demonstrate knowledge of: 1. the structure and function of equine tissues 2. the structure and function of equine body systems with an emphasis on respiratory, digestive, sensory and cardiovascular systems 3. detailed anatomy of the equine skeletal system and soft tissue structures of the locomotory apparatus INSTRUCTIONAL METHODS / ACTIVITIES ASSESSMENTS Student Learning Outcome #1-3: The student will synthesize knowledge from lectures, class discussions and supplementary materials. Assessment Method: Exams and pop quizzes Question type: Multiple choice, matching, short- answer, true/ false Closed book Paper- based, in- class exams Class quizzes Exam schedule: Week 5, 10, 15, and comprehensive final exam Dec 15 th, 5:00 pm GRADUATE STUDENT LEARNING OUTCOMES AND ASSESSMENT ENHANCED STUDENT LEARNING OUTCOMES (ESLO) Next to the Student Learning Outcomes pertaining to undergraduate students (#1, 2, and 3), the graduate student will, upon successful completion of the class work: A) demonstrate exposure to peer- reviewed literature. B) demonstrate the ability to think creatively and apply coursework to a literature research project C) enhance public speaking and presentation skills Student Learning Outcome #4: The student will research a topic related to equine exercise physiology, the digestive system or the respiratory system and present it in class. Assessment Method: a. Literature research: The chosen topic is presented based on a literature search. A minimum of 10 peer- reviewed papers, of which only two can be review papers, are summarized and presented with a PowerPoint presentation. The following rubric will be used to assess students presentation skills, and the Rubric Rubric for Scoring Critical Thinking is used for assessment. b. Critical review of two peer- reviewed publications in class, with the graduate student leading the discussion according to the Principles of the Society of Critical Thinking. For critical thinking guidelines check: 2

3 The Rubric for Scoring Critical Thinking is used for assessment. Presentation skills Organization Subject Knowledge Graphics Research Screen Design Oral Presentation Elocution/Eye Contact Professionalism, Manners Exemplary (10) Accomplished (7) Developing (5) Beginning (3) Information presented in logical, interesting sequence Demonstrates full knowledge by answering all class questions with explanations and elaborations Explain and reinforce screen text and presentation Uses a variety of sources in reaching accurate conclusions Includes a variety of graphics, text, and animation that exhibits a sense of wholeness. Creative use of navigational tools and buttons Maintains eye contact and pronounces all terms precisely. All audience members can hear Exemplary use of subject specific terms, professional appearance Information in logical sequence At ease with expected answers to questions but does not elaborate Relate to text and presentation Uses a variety of sources in reaching conclusions Includes a variety of graphics, text, and animation. Adequate navigational tools and buttons Maintains eye contact most of the time and pronounces most words correctly. Most audience members can hear presentation Professional manners and appearance with minimal use of colloquialisms and beginning use of technical terms Difficult to follow presentation- - student jumps around Uncomfortable with information and is able to answer only rudimentary questions Occasionally uses graphics that rarely support text and presentation Presents only evidence that supports a preconceived point of view Includes combinations of graphics and text, but buttons are difficult to navigate. Some buttons and navigational tools work Occasionally uses eye contact, mostly reading presentation, and incorrectly pronounces terms. Audience members have difficulty hearing Colloquial presentation of topic with few correctly used technical terms Cannot understand presentation- - no sequence of information Does not have a grasp of the information. Cannot answer questions about subject Uses superfluous graphics or no graphics Does not justify conclusions with research evidence Either confusing or cluttered, barren or stark. Buttons or navigational tools are absent or confusing Reads with no eye contact and incorrectly pronounces terms. Speaks too quietly Extremely casual in appearance and verbage 3

4 Rubric for Scoring Critical Thinking CATEGORY 5 points 3 points 1 point Zero points Clarity Accuracy Precision/ Logic Relevance/ Significance Grammar, spelling, and style make it easy for the reader to follow. Uses words correctly and avoids jargon unless it is the most precise word. All statements are accurate relative to the resource being examined and/or to the material in the textbook. Discrepancies between sources are indicated. Statements are at the best level of information that answer the question-- not too vague but not "lost in the details" and missing the big picture. Statements are mutually supporting and follow from one another. Any contradictions are explained. Achieves the learning objectives of the task. Topic is significant to both the course and in larger senses (e.g., to individual, to the region). Makes a case for that significance. Depth/Breadth Response displays a full understanding of the complexity of the issue addressed and multiple points of view. Recognizes varied interpretations and implications. No Plagiarism Rephrases in most cases. Uses only occasional quote that is in quotation marks and is correctly cited following APA style. Occasional (2 or 3 per page) grammar, spelling or style problems. Tendency to use vague words or excessive jargon. All statements are accurate relative to the resource being examined and/or to the material in the textbook. Discrepancies are missed. Most statements are at the best level of information that answer the question--not too vague but not "lost in the details" and missing the big picture. Statements are usually mutually supporting and follow from one another. Any contradictions are explained. Achieves the learning objectives of the task. Topic is obviously central to the course. Of the following 2 tasks, does one well and the other partially or does both partially a) Recognizing varied points of view b) Exploring the topic in depth from one point of view. Problems in grammar, spelling or style that interfere with the author's statements. (Multiple problems in each paragraph). No more than one minor inaccuracy per page. Statements are sometimes on target and sometimes off center. Segments of the paper hang together but other parts are unclear or contradictory with no good resolution. Achieves learning objectives minimally. Topic choice is only vaguely related to the assignment. Of the following 2 tasks, does one well and the other not at all or does both minimally a) Recognizing varied points of view b) Exploring the topic in depth from one point of view. Quotes properly but excessive use of quotations. Significant problems in grammar, spelling or style that make it challenging to follow the author's statements. More than one inaccuracy per page. Fails to provide a level of information that answers the question--either too vague or filled with trivial details. Statements are internally contradictory without explanation. Fails to achieve the learning objectives of the task. The topic is trivial or irrelevant to assignment. Response is both narrower than appropriate and superficial. Fails to recognize varied interpretations and implications of topic. Plagiarized. Used more than 3 consecutive words from a source without quotation marks. 4

5 OVERVIEW OF TASKS AND POINTS FOR UNDERGRADUATE STUDENTS Undergraduate Time period Points Exam 1 Week 5 50 Exam 2 Week Exam 3 Week Pop quizzes random 50 Comprehensive Final 100 Exam Graduate Students Literature Review 70 all of the above, plus Presentation 70 Class discussion 30pts/paper 60 The maximum number of points is 300 for undergraduate, and 500 points for graduate students. If a student s overall average is 90% and above after exam 3, the final exam will be waived. The final, and undisputable grading scheme for undergraduate and graduate students adheres to the following table: Undergraduate Graduate (points) A B C D F TECHNOLOGY REQUIREMENTS Course materials and required reading assignments will be submitted to ecollege in the weekly folders. To fully participate in this web- enhanced course, you will need to use a current, Flash enabled browser. For PC users, the suggested browser is Internet Explorer 9.0 or 10. For Mac users, the most current update of Firefox is suggested. You will need regular access to a computer with a broadband Internet connection. The minimum computer requirements are: 512 MB of RAM, 1 GB or more preferred Broadband connection required courses are heavily video intensive Video display capable of high- color 16- bit display 1024 x 768 or higher resolution You must have a: sound card, which is usually integrated into your desktop or laptop computer speakers or headphones. 5

6 Both versions of Java (32 bit and 64 bit) must be installed and up to date on your machine. Java can be downloaded at: Current anti- virus software must be installed and kept up to date. You will need some additional free software for enhanced web browsing. Ensure that you download the free versions of the following software: Adobe Reader Adobe Flash Player At a minimum, you must have Microsoft Office 2013, 2010, 2007 or Open Office. Microsoft Office is the standard office productivity software utilized by faculty, students, and staff. Microsoft Word is the standard word processing software, Microsoft Excel is the standard spreadsheet software, and Microsoft PowerPoint is the standard presentation software. Copying and pasting, along with attaching/uploading documents for assignment submission, will also be required. If you do not have Microsoft Office, you can check with the bookstore to see if they have any student copies. For additional information about system requirements, please see: ACCESS AND NAVIGATION PEARSON LEARNINGSTUDIO ACCESS AND LOG IN INFORMATION This course will be facilitated using Pearson LearningStudio, the learning management system used by Texas A&M University Commerce. To get started with the course, go to: You will need your CWID and password to log in to the course. If you do not know your CWID or have forgotten your password, contact Technology Services at or helpdesk@tamuc.edu. It is strongly recommended that you perform a Browser Test prior to the start of your course. To launch a browser test, login to Pearson LearningStudio, click on the mycourses tab, and then select the Browser Test link under Support Services. PEARSON LEARNINGSTUDIO STUDENT TECHNICAL SUPPORT Texas A&M University Commerce provides students technical support in the use of Pearson LearningStudio. Technical assistance is available 24 hours a day/ 7 days a week. If at any time you experience technical problems (e.g., you can't log in to the course, you can't see certain material, etc.) please contact the Pearson LearningStudio Help Desk, available 24 hours a day, seven days a week. The student help desk may be reached by the following means 24 hours a day, seven days a week. 6

7 Chat with an Pearson LearningStudio Representative. Phone: (Toll Free) to speak with Pearson LearningStudio Technical Support Representative. to initiate a support request with Pearson LearningStudio Technical Support Representative. Accessing Help from within Your Course: Click on the 'Tech Support' icon on the upper left side of the screen inside the course. You will then be able to get assistance via online chat, or by phone by calling the Help Desk number noted below. Note: Personal computer problems do not excuse the requirement to complete all course work in a timely and satisfactory manner. Each student needs to have a backup method to deal with these inevitable problems. These methods might include the availability of a backup PC at home or work, the temporary use of a computer at a friend's home, the local library, Office Services such as Kinko s, an Internet cafe, or a bookstore such as Barnes & Noble, etc. POLICY FOR REPORTING PROBLEMS WITH PEARSON LEARNINGSTUDIO Should students encounter Pearson LearningStudio based problems while submitting assignments/discussions/comments/exams, the following procedure MUST be followed? Students must report the problem to the help desk. You may reach the helpdesk at helpdesk@online.tamuc.org or Students MUST file their problem with the helpdesk and obtain a helpdesk ticket number Once a helpdesk ticket number is in your possession, students should me to advise me of the problem and to provide me with the helpdesk ticket number At that time, I will call the helpdesk to confirm your problem and follow up with you PLEASE NOTE: Your personal computer/access problems are not a legitimate excuse for filing a ticket with the help desk. You are strongly encouraged to check for compatibility of your browser BEFORE the course begins and to take the Pearson LearningStudio tutorial offered for students who may require some extra assistance in navigating the Pearson LearningStudio platform. ONLY Pearson LearningStudio based problems are legitimate. Internet Access An Internet connection is necessary to participate in discussions and assignments, access readings, transfer course work, and receive feedback from your professor. View the requirements as outlined in Technology Requirements above for more information. MYLEO SUPPORT Your myleo address is required to send and receive all student correspondence. Please helpdesk@tamuc.edu or call us at with any questions about setting up your myleo account. You may also access information at Learner Support 7

8 Go to the following link One Stop Shop- created to serve you by attempting to provide as many resources as possible in one location. Go to the following link Academic Success Center- focused on providing academic resources to help you achieve academic success. COMMUNICATION AND SUPPORT Course announcements are found on ecollege. The primary tool for communication is . Questions or concerns are directed to and students use their university myleo account and adhere to the rules of netiquette ( s are generally answered within 24 hours during regular business hours (Monday through Friday 8am to 5 pm). Students can visit with the instructor during office hours (open door policy), or make an appointment via . COURSE AND UNIVERSITY PROCEDURES/POLICIES COURSE SPECIFIC PROCEDURES Attendance is taken each session. Students who miss more than three classes or do not complete the class requirements will fail the course. Make- up exams are only possible with a university- sanctioned excuse within three working days prior or after the regular exam date. In order to qualify for a make- up exam, the student is required to inform the instructor before the exam date and time, and present a document that provides evidence of an emergency or university activity. In case of an emergency on the date of an exam, inform the instructor via on that day, and make sure to provide written evidence within three days. UNIVERSITY SPECIFIC PROCEDURES ADA STATEMENT STUDENTS WITH DISABILITIES The Americans with Disabilities Act (ADA) is a federal anti- discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you have a disability requiring an accommodation, please contact: Office of Student Disability Resources and Services Texas A&M University- Commerce Gee Library- Room 132 Phone (903) or (903)

9 Fax (903) STUDENT CONDUCT All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conducive to a positive learning environment. (See Code of Student Conduct from Student Guide Handbook). COURSE OUTLINE / CALENDAR Week Topic 1 Introduction 2 Horses fluid compartments, temperature regulation 3 Nervous system, sensory organs 4 Endocrine system 5 Exam 7 Bones, joints and synovial fluid 8 Muscle 9 Limb anatomy and physiology 10 Exam 11 Cardiovascular system 12 Respiratory system 13 Urinary system 14 Digestion 15 Exam 16 Final Exam 9