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Course Objectives: This course is designed to give you a variety of educational opportunities by which you may gain a solid foundation in animal anatomy. An understanding of the structure (anatomy) of an organ or gland is essential in order to understand the function (physiology). Anatomy is the basic field of knowledge needed for any further animal science or veterinary study.
Laboratory Packets:
Laboratory will consist of both worksheets and dissections. Once you have entered into your feline dissections your worksheets will be pre- and post-lab questions only. Pre-lab questions are to be turned in at the BEGINNING of lab and therefore need to be completed before entering the lab. They are designed to point you in the correct direction for the lab. Each person turns in their own pre-lab questions. Post-lab questions are to be turned in at the beginning of the following lab, you are not to do these questions during the laboratory, unless you have finished and received grading on your dissection. Post-lab questions may be done within your dissection group.
Science, Engineering, Technology and Mathematics (STEM) teachers have the same concern of integrating outside quality instruction with hands-on activities in the classroom or laboratory, where for them coverage of the material is equal to learning (Herreid & Schiller, 2013). Therefore, I have divided my plan into 3 main phases. The first addresses the issue of assignments, time used during class and the possibility of moving these to outside of class time. The second is specific to the honors program which allows more direct interaction and assessment of students and their work. The third is a facility design issue and has been separated from the other two due to it's timeline.
There will be 3 lectures and one laboratory session each week. In laboratory attendance is also considered essential and attendance records are maintained as grades for each laboratory completed. Each laboratory session will run approximately 3 hours, and you can expect to stay for all three. Additionally, the laboratory will be open outside of normal lab hours for your benefit to study and work on your specimen.
Course Format:
This course is designed to give you a variety of educational opportunities by which you make gain a solid foundation in Anatomy. An understanding of the structure (anatomy) of an organ or gland is essential in order to understand the function (physiology). Regardless of your area of interest, be it veterinary medicine, equine, livestock, dairy, poultry or human medicine; management, business, nutrition, genetics, or pathology, you need a background in anatomy. The better your background in this area the better your subsequent progress in other areas will be.
Phase I:Recently the number of students enrolled in ANFS 140 has significantly increased. In order to prepare students for their dissection laboratories, as well as check their knowledge from the previous lab, both pre and post lab worksheets were implemented. The great amount of paper work for teaching assistants has become an issue, with the TA's not having enough time to grade the worksheets, and prepare their own dissections. In addition, student distraction during lab has become an issue, with students trying to complete their worksheets during lab, instead of using this time for their dissections. It would be ideal to have the students read their chapters before coming to lab and use the pre-lab worksheets as a "check" to make sure students are prepared.
Phase II:
Another important aspect of the Anatomy Laboratory is the project completed by the Honors Program students. These students are allowed one special dissection that is something the lab wouldn't usually see. Examples include a bovine heart, the stifle joint from an equine, or a spinal cord. After performing their own dissection on their specimen, the students then meet with the professor and label important structures. The goal in the end is to present this dissection to the entire laboratory to see and learn from. However, with the growth in size of the labs it has become very difficult to have students gather around the tables and truly take in this presentation. I would also like to expand the knowledge and experience the honors students get to the entire class.
Phase III:
The issue of maximum physical capacity for this laboratory has also arisen as student numbers continue to grow. Two of the newer laboratory tables that were added do not offer the students a clear view of the boards or projector screens, meaning the students physically have to move their seats and take notes elsewhere before returning to their tables to dissect. This causes distraction during the lab and in response more and more students try to take a picture of the board instead of following along with the professor.
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