Anatomy Master's Program

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Master of science degree in anatomy—Teacher education

A new concentration in the non-thesis, course option Master's in Anatomy degree program has been established for students interested in teaching anatomy at the college level as a career. This concentration has been developed with the cooperation and participation of faculty in the College of Education and Human Services.

The master's degree, Course Option—Teacher Education, allows the student to plan a program of study that satisfies educational needs and career objectives as well as meeting degree requirements.  The student's program of study includes a comprehensive oral examination of the material presented in the core anatomy courses and a written scholarly project focusing on a contemporary issue dealing with the teaching of anatomy at the college level.  A methods course and a measurement course, offered by the College of Education and Human Services, are required.  The course option also includes the opportunity to help teach in one or more of the department's graduate or undergraduate courses, as well as supervised student teaching.

Program of Study – Course Option (34 Credits)

The Course Option — 34 credits.  The course option requires successfully completing a minimum of 34 credits of graduate-level course work offered by the College of Science and Mathematics and the College of Education and Human Services and passing a comprehensive anatomy examination.  This option is designed primarily for those who plan to teach anatomy at the college level.  The pace of the curriculum is designed to permit adequate time to achieve excellence in the course work.  Full-time students generally complete the course option program in two years.  Below is a suggested course of study for this option.

Semester
Course Number
Course Title
Credit
Hours
Fall
ANT 7210
ANT 7310
ANT 8000
Human Microanatomy
Human Neurobiology
Anatomy Seminar I
5
4
1
Spring
ANT 7110
ANT 7150
ANT 8000
Human Gross Anatomy
Advanced Human Embryology
Anatomy Seminar II
6
3
1
Summer
ANT 8110
4
Fall
ED 6660
ANT 7000*
Adolescent and Young Adult Science Curriculum
Topics of Instruction**
3
1
Spring
ED 6840
ED 6460
ANT 8510*
Assessment and Measurement in Education
Field Experience
Scholarly Project***
2
1
3

*Can be taken in either the Fall or Spring Semester.

Course Descriptions:

ANT 7110: Human Gross Anatomy
Although three one-hour lectures are given each week, the focus and concentration of the course is dissection of the human body. Three 3-hour laboratories are scheduled per week for a total of 12 class hours per week. Substantial unscheduled time is required to complete the scheduled work. Additionally, students are expected to explore human cross sectional and radiographic anatomy using computer-based technology. A team of four students assigned to a single donor typically accomplishes the dissection.

ANT 7150: Advanced Human Embryology
The course addresses the development of the human body, including gametogenesis and early development, development of all major organ systems, and the function of the placenta. A major portion of the course is comprised of descriptive embryology. Mechanisms and clinical relevance of developmental abnormalities are also incorporated into the course. In addition, the experimental techniques of modern developmental biology are discussed.

ANT 7210: Human Microanatomy
Microanatomy is concerned with the functional morphology of cells, the chemical composition of cellular components, the origin of specific cell types, and the histological and ultrastructural survey of the tissues and organs that comprise the human body. Approximately 4 weeks are devoted to cell biology; the remaining 10 weeks focus on the histology of tissues and organs. The cell biology portion is entirely a lecture format, while the histology portion includes laboratory sessions with the lectures.

ANT 7310: Human Neurobiology
The purpose of the course is to provide an introduction to the structure and function of the human nervous system. Neuroanatomical and neurophysiological principles are presented within the framework of current research strategies aimed at investigating common clinical neurological dis orders. Students are exposed to diverse learning experiences that include neuroscience laboratories and case problem-solving sessions in addition to traditional lectures and conferences.

ED 6840: Measurement and Assessment in Education
The design and integration of traditional and alternative assessment in the classroom.

ED 6460: Field Experience III, Methods in AYA, Integrated Science
Candidates, mentored by a science educator, shall assist in the planning, organizing, delivering, and assessing of instruction in a 7-12th grade setting applying pedagogical content knowledge from science content and methods courses.

ED 6660: Adolescent and Young Adult Integrated Science/ Curriculum and Materials I
Methods, curriculum, and materials for teaching adolescent school science; emphasis on philosophy, planning and implementation, evaluation, resources and facilities, and historical and contemporary curricular trends in science education.

 

*Comprehensive Anatomy

The course option program of study of the Master's in Anatomy degree program includes Comprehensive Anatomy. Students register for Comprehensive Anatomy as soon as they have completed the core anatomy courses. Comprehensive Anatomy consists of a two-hour oral examination over the four core anatomy courses—microanatomy, gross anatomy, neurobiology and embryology. The exam consists of three rounds of questioning by a panel of four faculty members—each faculty member representing one of the core courses. A fifth faculty member may act as moderator and timekeeper. Testing may include questions using projection slides, photographs or models. Students are often required to illustrate their answers. The exam is graded pass/fail (4 credit hours); students must pass at least three of the four subject areas to pass the exam. Each panel member votes according to the performance of the student in his/her area of expertise within the four core courses. The exam is open to the public.

Round 1    15 minutes of questioning by each faculty member
10 minute  BREAK
Round 2    10 minutes of questioning by each faculty member
Round 3     5 minutes of questioning by each faculty member

In anticipation of this important exam, students should spend most of the quarter prior to the exam reviewing the content of the course work previously taken. Students meet with each faculty member of the panel early in the quarter to determine the specific areas of content to review. Each faculty member approaches the exam differently. Some faculty offer more guidance and, therefore, expect more detailed answers. Other faculty offer less guidance and are, therefore, satisfied with more general answers. Yet other faculty use a blend of the two approaches.

If failure of the exam is determined by the faculty panel, students are permitted a one-time repeat. The repeat exam covers all four courses and follows the same procedures as outlined above.

** Topics of Instruction

Students holding GTA positions are required to enroll in Topics of Instruction (ANT 7000) during the first two semesters in which they teach. For students not holding a GTA position, the requirement to serve as a teaching assistant for one seminar can be scheduled in either of the semesters of the second year. Therefore, the sequence of courses for the second year will vary according to the teaching assignment.

*** The Scholarly Project

The course option program of study of the Master's in Anatomy degree program includes the writing of a review paper—the Scholarly Project—that integrates and evaluates previously published material, and the subsequent approval of this paper by a faculty committee. The Scholarly Project is letter graded (3 credit hours).

Students select a topic of interest that is relevant to anatomy and select a graduate faculty member in the Department of Neuroscience, Cell Biology and Physiology to serve as mentor. This faculty member is not necessarily the student's academic advisor. Two additional faculty members are invited to serve on the Scholarly Project committee along with the student's mentor. One of the additional faculty members may be from outside the Department of Neuroscience, Cell Biology and Physiology.

The object of the Scholarly Project is to thoroughly review one scientific topic or one aspect of a scientific topic. The paper should begin with the earliest known information and progress to the very latest scientific knowledge. The most critical experiments or discoveries relevant to the topic should be chronicled. The scope and depth of the topic, and the starting point for the chronological review should be carefully determined in consultation with the mentor.

Guidelines:

  1. A minimum of 10 empirical papers reporting original research should be cited. While review papers may be read for background information, review papers may not be cited in the bibliography. Likewise, textbooks, reference books, and Internet references should not be cited in the bibliography without the permission of your advisor. Make hard copies of all articles listed in the bibliography, and be prepared to submit these articles to your advisor or committee, if asked.
  2. The text of the paper should be 10 to 20 pages in length (typewritten in standard font and double-spaced) plus references. Tables, drawings, and graphs may be added as appendices.
  3. The paper should be written in a scientific style commensurate with the topic and should include an introduction and summary. The scientific content should be at the appropriate depth for a graduate level paper.
  4. The student should work with the faculty mentor to develop a draft suitable for submission to the committee. This draft should be given to the other members of the committee for review no later than the 12th week of the semester. Faculty committee members should return the draft with comments no later than one week after receipt.
  5. After the opportunity for one re-write, the paper will be resubmitted to the committee who will then collectively decide on a letter grade for the paper.
  6. Organization and time management are important aspects in the completion of the Scholarly Project within the time frame of the semester. Students and faculty need to work together to arrange appropriate deadlines.
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