Course Syllabus
Below is a syllabus template that includes WSU's required syllabus elements. Please complete all items highlighted in yellow.
Title of Course [Hormones & Behavior]
Prefix and Number [BIOL 440]
Semester and Year [tbd]
Number of Credit Hours [3]
Prerequisites [BIOL 106]
Course Details
Day and Time: [tbd]
Meeting Location: [tbd]
Instructor Contact Information
Instructor Name: [tbd]
Instructor Contact Information: [office location, phone, email] [tbd]
Instructor Office Hours: [click here for best practices] [tbd]
TA Name: [tbd]
TA Contact Information: [office location, phone, email]: [tbd]
TA Office Hours: [click here for best practices] [tbd]
Course Description
The course will examine the interrelationship between the endocrine system and animal behavior with an emphasis on vertebrates and a comparative approach. Topics will include: an overview of the endocrine system & mechanisms of action of hormones, organizational & activational effects of hormones, reproductive behavior, parental behavior, social behavior, and stress.
Course Materials
Books: [None required. For students who wish to have textbook readings to aid in learning, the recommended optional textbook is: An Introduction to Behavioral Endocrinology, 6th edition, by Randy J. Nelson and Lance J. Kriegsfeld (Oxford University Press/Sinauer Associates) ISBN: 9780197542750, $210 hardcover, $65 for ebook rental]
Other Materials: [Required readings will be made available through Canvas; no cost]
Fees: [None.]
|
Course Learning Outcomes (students will be able to:) |
Activities Supporting the Learning Outcomes | Assessment of the Learning Outcomes |
|---|---|---|
| Describe the bi-directional relationship between the endocrine system and behavior, including mechanistic underpinnings and relevant examples | Lectures and engagement activities | Engagement activities, exams |
| Describe how hormones can act at different development stages to influence behavior; and distinguish between organizational and activational effects | Lectures and engagement activities | Engagement activities, exams |
| Describe methods used to study hormone-behavior relationships, evaluate their suitability for particular research questions, and interpret research results accordingly |
Lectures, engagement activities, presentations |
Engagement activities, exams, presentation |
| Demonstrate an understanding of the endocrine basis of major categories of behavior and make comparisons across vertebrate groups |
Lectures, engagement activities |
Engagement activities, exams, presentation |
|
Connect course topics to areas of personal or professional interest |
Engagement activities, presentations |
Engagement activities, presentations |
| Dates | Lesson Topic | Assignment | Assessment |
|---|---|---|---|
|
Week 1 |
Introduction to behavioral endocrinology; Neurobiology & the endocrine system | Engagement activities | |
| Week 2 [dates] |
Neurobiology & the endocrine system, continued | Engagement activities | |
| Week 3 [dates] |
Methods for studying hormones and behavior; Circadian rhythms; | Engagement activities | |
| Week 4 [dates] |
Sex determination & differentiations |
Exam 1 |
|
| Week 5 [dates] |
Sex differences in behavior | Engagement activities | |
| Week 6 [dates] |
Feeding behavior | Engagement activities | |
| Week 7 [dates] |
Male reproductive behavior | Presentation topic selection assignment | Engagement activities |
| Week 8 [dates] |
Female reproductive behavior | Engagement activities | |
| Week 9 [dates] |
Parental behavior | Exam 2 | |
| Week 10 [dates] |
Social behavior | Engagement activities | |
| Week 11 [dates] |
Seasonality | Presentation preparation assignment | Engagement activities |
| Week 12 [dates] |
Stress: behavior, learning & memory | Engagement activities | |
| Week 13 [dates] |
Synthesis & applications | Exam 3 | |
| Week 14 [dates] |
Special topic presentations | Presentation | Presentation |
| Week 15 [dates] |
Special topic presentations | Presentation | Presentation |
Expectations for Student Effort
[Describe how much time students should expect to invest in the course each week. Graduate courses should state: "For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside of class." Note that Global campus courses will automatically include credit hour equivalents in the syllabus.]
[Students should expect to spend about 9 hours per week on average on this course, including in-class time, preparing for class, reading, reviewing notes and studying, completing engagement activities, and preparing your presentation.]
Grading [add more lines if necessary]
| Type of Assignment (tests, papers, etc) | Points | Percent of Overall Grade |
|---|---|---|
| Engagement activities | 92 | 20% |
| Exams | 300 (100 per exam) | 65% |
| Special topic presentation | 70 | 15% |
| Grade | Percent | Grade | Percent |
|---|---|---|---|
| A |
92.5-100 |
C | 72.5-76.49 |
| A- | 89.5-92.49 | C- | 69.5-72.49 |
| B+ | 86.5-89.49 | D+ | 66.5-69.49 |
| B | 82.5-86.49 | D | 59.5-66.49 |
| B- | 79.5-82.49 | F | <59.49 |
| C+ | 76.5-79.49 |
[Provide information about how grades will be rounded (eg, if 89% earns a B+ and 90% earns an A-, what grade is given to a student with an 89.5?]
Attendance and Make-Up Policy
[Provide details on how attendance affects final course grades. Indicate whether and how missed exams, laboratory sessions, etc. can be made up. Sample attendance statement: “Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time, if allowed. Missing class meetings may result in reducing the overall grade in the class.” ]
[Students are expected to attend all classes and actively participate in activities and discussions. Most students will get much more out of the course by regularly attending and participating. However, I also understand that circumstances arise (e.g., illness) which necessitate missing class. Make-ups for missed engagement activities will not be offered and may not be completed late, but students can miss up to 15% of this grade component with no penalty. If legitimate and unavoidable circumstances arise for which you will miss an exam, please notify me as soon as possible. A single make-up exam opportunity will be offered during the scheduled final exam slot for students that missed an exam during the semester. This make-up exam may differ from the original exam and may be cumulative. If legitimate and unavoidable circumstances arise for which you will miss your scheduled presentation time, please let me know so that I can try to accommodate this. If you know this in advance, you must notify me in advance of the class meeting time. If you miss your presentation for an unanticipated reason, you must notify me soon as possible, ideally within 24 hours. Rescheduling of the presentation will only be available within the short period of time over which we are doing the presentations.]
Academic Integrity Statement
You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:
-[Receive a zero for that assignment or exam]
-Be reported to the Center for Community Standards
-Have the right to appeal my decision
-Not be able to drop the course of withdraw from the course until the appeals process is finished
If you have any questions about what you can and cannot do in this course, ask me.
If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.