WELCOME MESSAGE:
COURSE NUMBER:
PHC 6310
COURSE TITLE:
COURSE OVERVIEW:
This course is part of the
Certificate in Public Health
specialization in Environmental Health.
This is a FULLY ONLINE course. Additional information on this structure is provided in the
welcome message above and will be discussed within the UWF eLearning environment when you register.
INSTRUCTOR:
Enid Sisskin, Ph.D.
CONTACT INFORMATION:
Building 88, 473-7473, esisskin@uwf.edu
PREREQUISITES OR COREQUISITES:
Those interested in this course and/or the
Public Health Certificate Program
should contact Mr. Steve Celestial at (850) 474-2885 or scelestial@uwf.edu.
COURSE DESCRIPTION:
Environmental toxicology is the study of the effects of toxic substances on health and the environment. The student will recognize that human survival depends upon the well-being of other species and upon the availability of clean air, water, and food. Anthropogenic, as well as naturally occurring chemicals, can have detrimental effects on living organisms and ecological processes. Concepts to be covered include occurrence of toxicants, damage process and action of toxicants, factors affecting xenobiotic action, defense responses to toxicants, and others. The course will also examine chemicals of environmental interest and how they are tested and regulated. Case studies and special topics will be examined.
Each week, you'll need to read one or two chapters in the course text and any supplemental material and answer questions based on the material read for a completion grade. Next, you'll listen to or watch about an hour's worth of audio and/or video clips and participate in a threaded discussion on one of the topics covered there. In addition, most weeks there will be an activity, generally something like a scavenger hunt, trivia quiz, writing activity etc. generally based on Internet searches related to course material.
STUDENT LEARNING OUTCOMES (Objectives):
Following this course, the student will be able to:
- Explain of how toxicants get into the environment and which diseases may be associated with them.
- Describe how these chemicals are tested and regulated.
- Identify the damage process and action of toxicants.
- Give examples of what the factors are that affect xenobiotic action.
- Describe how environmental chemicals are metabolized.
- Predict the defense response to toxicants.
- Identify a variety of chemicals by class (particulates, VOCx, heavy metals) and determine sources of exposure and effects on human, plants, and animals.
- Identify potentially toxic local sites and predict environmental outcomes.
TOPICS COVERED:
Occurrence of toxicants, damage process and action of toxicants,
factors affecting xenobiotic action, defense responses to toxicants,
disease processes, chemicals of environmental interest by type, and
how chemicals are tested and regulated.
REQUIRED TEXTS:
- Environmental Toxicology: Biological and Health Effects of Pollutants, Second Edition by M. Yu. [156670670X]
- Silent Spring by Rachel Carson [ISBN: 0-39-568329-7]
SPECIAL TECHNOLOGY UTILIZED BY STUDENTS: (beyond baseline requirements of e-mail and word processing)
- Students will utilize the Internet for searches and access websites.
GRADING/EVALUATION:
Evaluation of student grades will be based on their performance in the following areas:
- Completion of questions demonstrating their knowledge of the reading material
- Participation in threaded discussions
- Completion of a variety of online activities
- Midterm
- Final exam
- Project – if there is adequate time
Grading for this course will be:
- A = 95 - 100%
- A- = 90 – 94.9%
- B+ = 87 – 89.9%
- B = 84 – 86.9%
- B- = 80 – 83.9%
- C+ = 77 - 79.9%
- C = 74 - 76.9%
- C- = 70 - 73.9%
- D+ = 67 - 69.9%
- D = 63 - 66.9%
- F < 63%
SPECIFICS ON GRADING:
Chapter Questions: The chapter questions and/or study guides are completion grades, although I will make corrections if necessary, you will get the full credit (5 points per chapter) if the questions are answered.
Discussions: To get full credit (10 points), you will need an original posting (5 points) and respond to two of your classmates postings (2.5 points each). See below for how they will be graded.
Discussion Forum: Grading Rubric for original posting
5 pts
EXCELLENT AND COMPLETE |
For five points, a posting will thoughtfully consider and respond to the question using sound argumentation and clear prose. Stellar posting that it is; it will contain virtually no grammatical errors or typos. Not only will such a post engage with the ongoing conversation in a rhetorically suitable fashion, it will foster further discussion on the topic, perhaps exploring new lines of argument or different perspectives. The three-pointer isn't just a response; it's proof that you are facilitating learning both for yourself and your fellow students. As you might imagine, this corresponds to an A (100 percent). |
3 pts
GOOD, BUT COULD BE IMPROVED |
The three-point posting is a competent response to the subject: it's 50 or so words long, more or less, it addresses the question, without going into much detail, and it contributes to the overall conversation as another voice on the subject. A three-point posting amounts to a B/B- (83 percent). |
1 pt
FAIR, NEEDS MAJOR IMPROVEMENT |
This posting reflects a less-than-adequate engagement with the subject, or is noticeably under the required word count. It does little to advance the discussion underway, and may even detract from it. The one-point posting amounts to a C- (70 percent). |
0 pts
POOR, OF NO SIGNIFICANT VALUE |
No posting, late posting(with no excuse, or a post that is but the briefest nod toward a response. (zero percent) |
|
SPECIFICS ON GRADING:
Discussion Forum: Grading Rubric for responses
2.5 pts
EXCELLENT AND COMPLETE |
For 2.5 points, a posting will thoughtfully consider and respond a classmate's message using sound argumentation and clear prose. Stellar posting that it is; it will contain virtually no grammatical errors or typos. It will foster further discussion on the topic, perhaps exploring new lines of argument or different perspectives. The 2.5-pointer isn't just a response; it's proof that you are facilitating learning both for yourself and your fellow students. As you might imagine, this corresponds to an A (100 percent). |
2 pts
GOOD, BUT COULD BE IMPROVED |
The two-point posting is a competent response to a classmate’s posting: it addresses the posting, without going into much detail, and it contributes to the overall conversation as another voice on the subject. A two-point posting amounts to a B/B- (83 percent). |
1 pt
FAIR, NEEDS MAJOR IMPROVEMENT |
This posting reflects a less-than-adequate engagement with the subject, or is noticeably under the required word count. It does little to advance the discussion underway, and may even detract from it. This posting is characterized as “Yeah, right, I agree.” The one-point posting amounts to a C- (70 percent). |
0 pts
POOR, OF NO SIGNIFICANT VALUE |
No posting, late posting, or a post that is but the briefest nod toward a response. (zero percent) |
|
Activity: Each activity will have its own requirements which will be listed with the activity. Each activity will be worth 20 points.
Midterm, Final, and Project if applicable: Each exam or project will have its own requirements which will be listed with the exam or project. Each exam will be worth 100 points.
EXPECTATIONS FOR ACADEMIC CONDUCT/PLAGIARISM POLICY:
ASSISTANCE:
Students with special needs who require specific examination-related or other course-related
accommodations should contact Disabled Student Services (DSS),
dss@uwf.edu, (850) 474-2387. DSS will provide the student with a letter for the instructor
that will specify any recommended accommodations.
WHERE TO GET ASSISTANCE:
As an online student, you do have access to the online services and tutorials of the UWF Writing Lab. Please review their services and tutorials now, located here. You can also call the Grammar Hotline at: (850) 474-2129. I also suggest the online tutorials of the UWF Library, located here.
