SScciieennttiiffiicc MMeetthhooddss aanndd PPrrooffeessssiioonnaall EEtthhiiccss PPhhyyssiioollooggyy 441111 CCoouurrssee SSyyllllaabbuuss SSpprriinngg 22001100 MMooddeerrnn LLaanngguuaaggeess 331100 MMoonnddaayy--WWeeddnneessddaayy--FFrriiddaayy 1100--1100::5500 aa..mm.. GGeennee SSeettttllee,, PPhh..DD.. OOffffiiccee HHoouurrss:: BByy AAppppooiinnttmmeenntt OOffffiiccee:: AAHHSSCC RRoooomm 44220044 EE--MMaaiill:: sseettttlleecc@@eemmaaiill..aarriizzoonnaa..eedduu PPhhoonnee:: ((552200)) 662266--442255222 SSyyllllaabbuuss,, pp.. 22 SScciieennttiiffiicc MMeetthhooddss aanndd PPrrooffeessssiioonnaall EEtthhiiccss PPSSIIOO 441111 SSpprriinngg ‘‘1100 CCOOUURRSSEE OOBBJJEECCTTIIVVEESS 1. To introduce physiology students to the historical development of scientific scholarship; to foster an understanding of the philosophy of science; and to present selected current controversies within the scientific and medical communities. 2. To develop a fundamental knowledge of the varied approaches to scientific methods and the application of these approaches to the biomedical sciences. 3. To provide students with a basic background knowledge of experimental design and the elementary statistical procedures commonly used in physiological research. 4. To familiarize students with the important procedural, practical, and ethical issues pertaining to biological research at a modern research university. 5. To assess the current public understanding of science 6. To afford students practical personal experience in selected areas of professional analysis and communication including (but not limited to) uses of the various forms of scientific literature; study, evaluation, and deconstruction of selected scientific publications; basic scientific presentation skills; and preparation of resumes, personal statements, and other pre-professional materials. CCOOUURRSSEE MMAATTEERRIIAALLSS 1. The following brief textbooks are required: (1) Gordon, John C. 2007. Planning Research. Yale University Press. (2) Glaser, Anthony N. 2005. High-Yield Biostatistics. Lippincott Williams & Wilkins. (3) Levine, Carol. 2010. Taking Sides: Clashing Views on Bioethical Issues, 13th Edition. McGraw-Hill. 2. Course Readings held on ERes in the AHS Library 3. Selected articles drawn from general media sources (periodicals, newspapers, etc.) PPRREERREEQQUUIISSIITTEESS Completion of PSIO 201-202 with grades of “C” or better in both courses. Concurrent registration in PSIO 303b (or completion of another upper division Physiology course) is highly recommended but is not required this year.3 SSyyllllaabbuuss,, pp.. 33 EEVVAALLUUAATTIIOONN PPRROOCCEEDDUURREESS (1) Regular Examinations (2). Each in-class exam will be 50 minutes in length and will be worth 100 points. (2) Take-Home Examination (1). Exam questions will be assigned approximately one week prior to the end of the semester and will be due on May 7th. The take-home exam will be worth 150 points. (3) Practicum Exercises (5). Each practicum will be worth 50 points and will cover such topics as in class writing, analysis, oral presentations, panel discussions, etc. The practicum exercises will be worth a maximum of 250 points. (4) Classroom Participation. Active preparation, discussion, and participation will be worth a maximum of 100 points. The total points possible for PSIO 411 will be 700. Final course letter grades will be determined according to the following formula: 90-100% (630-700 points) = “A” 80-89.99% (560-629 points) = “B” 70-79.99% (490-559 points) = “C” 60-69.99% (420-489 points) = “D” 59.99% and ↓ (419 and ↓) = “E” Percentage Grades will not be rounded upward in determining Course Letter Grades. AACCAADDEEMMIICC IINNTTEEGGRRIITTYY The University of Arizona Code of Academic Integrity will be enforced. The Code is accessible at http://dos.web.arizona.edu/uapolicies/scc5308f.html AASSSSEESSSSMMEENNTT QQUUEESSTTIIOONNAAIIRREE A short assessment questionnaire will be given on the first day of class (January 13th, 2010). Data obtained from that questionnaire will help determine the class structure for the remainder of the semester. PSIO 411 will consist of several major sections centered on course objectives (see above). A detailed lecture and examination schedule will be developed and made available by Wednesday, January 20th, 2010.4 SSyyllllaabbuuss,, pp.. 44 PPhhyyssiioollooggyy 441111 CCoouurrssee RReeaaddiinnggss SSpprriinngg „„1100 (Posted on AHSL ERes) 1. Woodward, James and David Goodstein (1996) “Conduct, Misconduct and the Structure of Science” American Scientist 84:479-490 2. Wolpe, Paul Root (2006) “Reasons Scientists Avoid Thinking about Ethics” Cell 125:1023-1025 3. Shermer, Michael (2009) “I Want to Believe” Scientific American (July):33-35 4. Clement, Pierre and Marie-Pierre Quessada (2009) “Creationist Beliefs in Europe” Science 324:1644 5. Platt, J. R. (1964) “Strong Inference” Science 146:347-353 6. Couzin, Jennifer (2008) “Survey Finds Citations Growing Narrower as Journals Move Online” Science 321:329 7. Evans, James A. (2008) “Electronic Publication and the Narrowing of Science and Scholarship” Science 321:395-399 8. Alberts, Bruce, Brooks Hanson and Katrina L. Kelner (2008) “Reviewing Peer Review” Science 321:15 9. Raff, Martin, Alexander Johnson and Peter Walter (2008) “Painful Publishing” Science 321:36 10. Marshall, Eliot (1998) “Medline Searches Turn Up Cases of Suspected Plagiarism” Science 279:473-474 11. Long, Sharon and Robert Alpern (2009) “Science for Future Physicians” Science 324:1241 12. Oxley, Douglas R. et al. (2008) “Political Attitudes Vary with Physiological Traits” Science 321:1667-16705 SSyyllllaabbuuss,, pp.. 55 13. Friedman, Seth D. (2008) “Taking Responsibility for Scientific Discourse” Science 321:1039-1040 14. Denrell, Jerker (2008) “Indirect Social Influence” Science 321:47-48 15. Pollard, Thomas D. (2002) “The Future of Biomedical Research” JAMA 287:1725-1727 16. Johnson, Joshua et al. (2004) “Germline stem cells and follicular renewal in the postnatal mammalian ovary” Nature 428:145-150 17. Greenfield, Chuck and Jodi A. Flaws (2004) “Renewed debate over postnatal oogenesis