Proposal for a
new major in Medical Diagnostics
UGS0163rev.3-2-2012
This
is a proposal for a new major in Medical Diagnostics with the awarding of a Bachelor
of Science degree. This major will be offered through the Department of Medical
Technology.
I. Description
The
Medical Diagnostics curriculum provides a solid theoretical foundation for
further study in the healthcare related professions. Students will learn the
pathophysiology of diseases in five major areas of study: Clinical Chemistry,
Immunology, Immunohematology, Medical Microbiology, and Hematology. Students
will study detailed information about laboratory analysis and how laboratory data
correlates to human disease. Medical Diagnostics students will take most of the
Medical Technology lecture courses but will not take the accompanying
laboratory courses. This schedule allows students to take courses from other
scientific disciplines to prepare for entry into post-baccalaureate studies.
Graduates from this program are not eligible to take the national certification
examination for Medical Laboratory Scientists that is administered by the
American Society for Clinical Pathology Board of Certification (ASCP BOC).
Outcomes
for the Medical Diagnostics major include the expectation that students will be
able to:
·
Utilize scientific principles (e.g., physiology,
immunology, biochemistry, molecular biology, genetics, microbiology,
hematology, etc.) as applicable for the healthcare arena.
·
Interpret clinical significance, laboratory test
data, and test utilization accurately.
·
Utilize principles of quality assurance and
quality improvement for all phases of laboratory services, i.e.,
pre-analytical, analytical, and post-analytical focusing on patient safety.
·
Communicate, through oral and written skills,
effectively and professionally to enable consultative and educational
interactions with healthcare personnel, the public, and patients in order to
function successfully as a member of the healthcare team.
·
Demonstrate ethical behavior and
professionalism, maintain confidentiality of patient information, and
participate in continuing education for one’s own professional career
development.
·
Function in a culturally diverse, global society
that demonstrates variations in intellectual expression and human creativity.
Student
success will be measured in part based on graduate and professional school
placement rates. Learning outcomes will be assessed utilizing tools such as:
exams, quizzes, projects, an electronic portfolio, and oral and written
communications.
II. Rationale and Demand
A. Institutional Factors:
1. The proposed new major is
compatible with the academic priorities of the University by supporting the
initiative of creating a diverse and stimulating undergraduate academic
environment. This new major aligns with the UD Path to Prominence to Create the University Health Initiative
where the University desires to expand its health and medical education.
Students that choose this major will be attracted to the
flexibility of the curriculum, have a passion for learning, and be
intellectually curious in order to develop the necessary skills to pursue post-baccalaureate
education.
2. In the
process of preparing this major, the committee looked at comparable Medical
Technology/Medical Laboratory Science programs in the country. The committee
found several programs in the country, including such schools as Michigan State
University and Ohio State University, where the department of Medical
Technology offers multiple tracks in Medical
Laboratory
Science including the conventional track that leads to certification and a
non-certification track that is specifically designed as a pre-professional
track. The major being proposed is modeled after these non-certification
tracks.
3. The proposed major will require students to take specific
courses from Biological Science, Chemistry, Physics and Food and Resource
Economics. These departments have given their support for the inclusion of their
courses in the Medical Diagnostics major. Letters of support are attached in
the Appendix.
4. With the exception of one new course (MEDT 462 Field
Experience), all of the other required courses are developed and currently
offered. By having additional students enroll in already existing courses,
faculty resources will be more fully utilized. Since students will be taking
only the MEDT lecture courses and not the MEDT laboratory courses, increased
enrollment will not require any budgetary additions.
B. Student Demand:
1. We are
frequently asked at recruiting events, such as Discovery Days and Blue &
Golden Saturdays, if the Medical Technology major is an appropriate course of
study for those students considering medical and professional schools. While we
currently have a pre-medical option within our existing Medical Technology
major, students choosing this option generally enroll in two semesters of
physics during winter and/or summer sessions in order to complete courses that
are necessary for successful medical and graduate school applications. Students
entering medical school do not need the extensive laboratory expertise that the
Medical Technology major provides. Since the Medical Diagnostics major does not
include the laboratory portion of the MEDT courses, sufficient credits are
available within the curriculum to enable inclusion of those courses that are prerequisites
for medical and professional schools such as Molecular Biology, Genetics, and
Physics.
This major is
primarily for students interested in graduate and professional programs such as
pre-medical, pre-dental, and physician assistant. Through experiences of our
past graduates who have pursued these programs, we are aware that these students
selected the Medical Technology major for the medical background they would
obtain. We expect that these students would have pursued the Medical Diagnostics
major instead of the Medical Technology major. The major in Medical Diagnostics
provides an option for freshmen who want to pursue graduate and professional
degrees in healthcare.
In 2009, a
minor in Medical Diagnostics was initiated and currently 32 students have
declared this minor. We predict that many of these students would have chosen the
Medical Diagnostics major if it were available.
Our enrollment projections were derived by surveying
various universities that have a similar major as we are proposing. We estimate
the number of graduates from this program will initially be 10 annually;
however, based on our survey of other universities, enrollment is projected to
increase over time.
Primarily, we are utilizing existing courses within the
Medical Technology Department, and several of these courses are currently
listed as technical electives to other majors.
This major
will attract new students to the campus as well as internal transfers.
2. This major
is not specifically designed to accommodate non-traditional students such as
those reentering the job market; however, the proposed major does not exclude
part-time students. Currently, there are several part-time students enrolled in
the Medical Technology major.
C.
Transferability:
Transfer
students from other colleges will be accepted in accordance with university
admission policy. We do not anticipate an influx of transfer students; however,
enrollment limits will be
reviewed and
limits set in the future if warranted. The department has an articulation
agreement with Delaware Technical and Community College that permits transfer
of MEDT courses. This agreement will be honored for the Medical Diagnostics
major. Within the university, students who choose to change their major will be
accepted.
D. Access to graduate and professional
programs:
The Medical Diagnostics curriculum incorporates the core
lecture courses from the Medical Technology major with selected courses from
other scientific disciplines to provide a solid foundation for students
pursuing graduate and professional degrees in healthcare related professions.
Students applying to graduate and professional schools are generally required
to take one year each of Biological Science with laboratory, General Chemistry
with laboratory, Organic Chemistry with laboratory, General Physics with
laboratory, English and Calculus. All of these elements
have been incorporated into the Medical Diagnostics major and are in alignment
with HSAEC recommendations. In order for students to be well prepared for the
MCAT or GRE examinations, core basic sciences are placed early in the
curriculum.
In regard to employment opportunities following
completion of an advanced program, prospects for employment in healthcare
should continue to expand as an aging baby-boom generation is now in the 60+
range.
E.
Demand and Employment Factors:
Not Applicable
F.
Regional, State, and National Factors:
1. There are
other pre-professional programs for healthcare education in the state and in
the region; however, these programs do not offer a knowledge base in laboratory
medicine.
According to
the Centers for Disease Control and Prevention, “An integral component of care
is laboratory medicine, which extends across research, clinical…, and public
health settings.” As noted in the American Journal of Clinical Pathology, “The
role of laboratory testing in the care of patients is uniformly recognized as a
critical component of modern medical care.” (Smith, B., 2010). Dr. Michael
Wilson states in his article titled Educating
Medical Students in Laboratory Medicine published in the American Journal
of Clinical Pathology 2010, “…there are gaps in this education that defy common
sense and reason, one of which is the lack of a requirement for formal
education in laboratory medicine at all medical schools.”
Thus in
support of this proposal, recent articles in the American Journal of Clinical
Pathology describe the need for students pursuing medical school or graduate
education in healthcare to gain a knowledge base in laboratory medicine to
better prepare them for these post-baccalaureate programs.
Therefore, our
proposed major will be significantly different from other pre-professional programs
in that it will provide a foundation in the theory of laboratory medicine as
well as a solid basic science background.
2. This major
in Medical Diagnostics does not culminate in certification or require any
regional licensure/accreditation.
G.
Describe other strengths:
1. Through the
strength of our faculty, many of whom have certification in Medical Laboratory
Science and conduct biomedical research, students in this new major will
benefit from their extensive expertise and years of research experience.
2. Other than
the agreements made with departments mentioned previously in this document,
there are currently no other collaborative arrangements.
III. Enrollments, Admissions
and Financial Aid
A. Enrollments:
This
program will start in the fall of 2012. We initially anticipate approximately
10 students following this course of study each year.
Students
will not be accepted into the junior level MEDT courses until all pre-requisite
mathematics, biological science and chemistry courses are completed. Since
Medical Technology laboratory courses (which have enrollment limits) are not
required for the Medical Diagnostics major, enrollment can be fluid depending
upon student demand.
B. Admission Requirements:
Admission
to the Medical Diagnostics major will be a two-step process. While the freshman
or transfer student is accepted by the University as a Medical Laboratory and
Diagnostics Interest student, final acceptance into the major as a junior is dependent
on the student’s academic performance during his/her freshman and sophomore
years.
Eligibility for admission to the
junior year of the Medical Diagnostics major will be determined by academic
achievement based on the following criteria:
1. Minimal GPA of 3.0 in first four
semesters of coursework.
2. At least 60 credits including
designated chemistry, biological science, physics, and mathematics
prerequisites must be completed prior to admission into the major. The science
prerequisites include BISC 207, BISC 208, BISC 300, CHEM 103, CHEM 104, CHEM321,
CHEM 322, and the science sequence of BISC 276 and PHYS 201/PHYS 202 or KAAP
309/310. The mathematics prerequisites include one of the following math
courses:
C. Student Expenses and Financial
Aid:
There
are no additional costs for the students in this major other than traditional
student expenses. These students would be eligible for the same financial
assistance as all entering freshmen.
IV. Curriculum Specifics
A. Institutional Factors:
Upon
completion of the Medical Diagnostics curriculum, students will be awarded a
Bachelor of Science degree. This is appropriate when one considers the required
number of basic science credits and that the Medical Technology major is awarded
a Bachelor of Science degree.
B. Curriculum Description:
1.
The Medical
Diagnostics curriculum will require a total of 120 credit hours. The students will be required to take 21 credit
hours of University Breadth Requirements.
A total of 49 credit hours of selected courses from the following
scientific disciplines: Biological Science, Chemistry, and Physics. The Medical
Diagnostics curriculum incorporates a total of 29 credit hours of the core MEDT
lecture courses. Students will be required to participate in field experiences
in healthcare settings in order to fulfill requirements for MEDT462. MEDT 462
will satisfy the Discovery Learning Experience for this major. The goal of the
curriculum is to provide a solid foundation for students pursuing graduate and
professional degrees in healthcare related professions.
2.
The specific requirements for this degree follow (in UD catalog format).
|
DEGREE: BACHELOR OF SCI |
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MAJOR: MEDICAL DIAGNOSTICS |
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CURRICULUM |
CREDITS |
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UNIVERSITY
REQUIREMENTS |
|
|
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|
3 |
|
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First Year Experience
(FYE) Satisfied by MEDT 100 |
1 |
|
|
University Breadth
Requirements |
12 |
|
|
Discovery Learning
Experience (DLE) Satisfied by MEDT 462 |
3 |
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Multi-cultural Courses |
3 |
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One of the courses
taken to satisfy the breadth requirements may also satisfy the multicultural
course requirement. |
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MAJOR REQUIREMENTS |
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Second Writing Course: (minimum grade C-) |
3 |
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A second writing
course involving significant writing experience including two papers with a
combined minimum of 3,000 words to be submitted for extended faculty critique
of both composition and content. This course must be taken after completion
of 45 credit hours. (See list of courses approved for second writing
requirement.) |
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Mathematics: |
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One of the following math courses: (Satisfies
university breadth requirement for Mathematics, Natural Sciences and
Technology) |
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College Mathematics
and Statistics |
3 |
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Pre-Calculus |
3 |
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Pre-Calculus for
Scientists and Engineers |
4 |
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Calculus I |
3 |
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Or |
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Analytic Geometry and
Calculus A |
4 |
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English: |
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Any English Course at
the 200 level of above. (Many English courses also satisfy the Creative Arts
and Humanities breadth requirement.) |
3 |
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Additional Breadth Requirements: |
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From the list of
University breadth courses, an additional nine credits must be taken to meet
the requirements for the major; subject areas may be from the same
discipline. |
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Creative Arts and
Humanities (A course in Ethics or Medical Ethics is strongly suggested.) |
3 |
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History and Cultural
Change |
3 |
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Social and Behavioral
Sciences |
3 |
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(minimum grade of C-
required in all MEDT courses) |
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CURRICULUM |
CREDITS |
|
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MEDT 100 |
Introduction to
Medical Laboratory Science |
1 |
|
MEDT 200 |
The Language of
Medicine |
3 |
|
MEDT 360 |
Clinical Immunology
and Medical Virology |
3 |
|
MEDT 398 |
Body Fluid Analysis |
1 |
|
MEDT 401 |
Clinical Physiological
Chemistry I |
3 |
|
MEDT 403 |
Clinical Physiological
Chemistry II |
4 |
|
MEDT 404 |
Hematology I |
2 |
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MEDT 405 |
Hematology II |
2 |
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MEDT 406 |
Medical Microbiology |
3 |
|
MEDT 409 |
Immunohematology I |
1 |
|
MEDT 420 |
Immunohematology II |
1 |
|
MEDT 430 |
Diagnostic
Bacteriology and Medical Mycology |
2 |
|
MEDT 462 |
Experiential Learning |
3 |
|
|
|
|
|
BISC 207/BISC 208 |
Introductory Biology I
and II |
8 |
|
BISC 300 |
Introduction to Microbiology |
4 |
|
BISC 401 |
Molecular Biology of
the Cell |
3 |
|
BISC 403 |
Genetic and
Evolutionary Biology |
3 |
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CHEM 103/CHEM 104 |
General Chemistry |
8 |
|
CHEM 214 |
Elementary
Biochemistry |
3 |
|
Or |
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CHEM 527 |
Introductory
Biochemistry |
3 |
|
CHEM 321/CHEM 322 |
Organic Chemistry |
8 |
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Statistical Research
Methods I |
3 |
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One of the following
science sequences: |
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BISC 276 |
Human Physiology |
4 |
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And |
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PHYS 201/PHYS 202 |
Introductory Physics I
and II |
8 |
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Or |
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KAAP 309/KAAP 310 |
Pre-Clinical Anatomy
and Physiology I and II |
8 |
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Electives to total 120 |
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CREDITS TO TOTAL A
MINIMUM OF |
120 |
|
Eligibility for admission to the
junior year of the Medical Diagnostics major will be determined by academic
achievement based on the following criteria:
·
Minimal
GPA of 3.0 in first four semesters of coursework.
·
At
least 60 credits including designated chemistry, biological science, physics, and
mathematics prerequisites must be completed prior to admission into the major. The
science prerequisites include BISC 207, BISC 208, BISC 300, CHEM 103, CHEM 104,
CHEM 321, CHEM 322, and the science sequence of BISC 276 and PHYS 201/ PHYS 202
or KAAP 309/KAAP 310. The mathematics prerequisites include one of the
following sequences:
·
In
addition, the student must have made satisfactory progress towards a
baccalaureate degree.
3.
The curriculum satisfies University and departmental requirements by requiring
4.
See appendices. While there are no new courses being created by other
departments, statements of support are included in the appendices for those
courses that will be required by the major.
V. Resources Available
A. Learning Resources:
The
http://www2.lib.udel.edu/subj/medtech/
Once the proposed
name change of the department is approved, the URL link will be changed
appropriately (submitted fall 2011).
While there are hundreds of electronic journals
available, the following is a representative sample of periodicals that are
available for use.
Representative Sample of Periodicals
American Journal of
Clinical Pathology
American
Journal of Hematology
American
Journal of Infection Control
Annual
Review of Microbiology
Annual
Review of Pharmacology and Toxicology
Archives
of Pathology and Laboratory Medicine
Blood
Blood
Cells Molecules and Diseases
Blood
Reviews
Canadian
Journal of Microbiology
Cell
and Tissue Banking
Cell
and Tissue Research
Clinical
and Applied Immunology Reviews
Clinical
and Vaccine Immunology
Clinical
Chemistry
Clinical
Diabetes
Clinical
Immunology
Clinical
Infectious Diseases
Clinical
Laboratory Science
Clinical
Microbiology Newsletter
Clinical
Microbiology Reviews
Comparative
Immunology Microbiology and Infectious Diseases
Computer
Methods and Programs in Biomedicine
Critical
Reviews in Oncology/Hematology
Current
Microbiology
Diabetes
Technology and Therapeutics
Diagnostic
Microbiology and Infectious Disease
Drug
Discovery Today
Emerging
Infectious Diseases
Evaluation
and the Health Professions
FEMS
Immunology and Medical Microbiology
Health
Promotion Practice
Infection
and Immunity
Infectious
Diseases in Children
International
Journal of Cardiology
International
Journal of Medical Informatics
Journal
of the
Journal
of Biological Chemistry
Journal
of Clinical Apheresis
Journal
of Clinical Epidemiology
Journal
of Clinical Forensic Medicine
Journal
of Clinical Immunology
Journal
of Clinical Investigation
Journal
of Clinical Laboratory Analysis
Journal
of Clinical Microbiology
Journal
of Clinical Virology
Journal
of Comparative Pathology
Journal
of Infectious Diseases
Journal
of Laboratory and Clinical Medicine
Journal
of Magnetic Resonance Imaging
Journal
of Medical Microbiology
Journal
of Medical Screening
Journal
of Molecular Diagnostics
Journal
of the Association for Laboratory Automation
Journal
of Thrombosis and Thrombolysis
Laboratory
Automation and Information Management
Laboratory
Investigation
Laboratory
Medicine
Laboratory
Robotics and Automation
Lancet
Leukemia
Research
Magnetic
Resonance in Medicine
Microbes
and Infection
Quality
Management in Health Care
Reviews
in Endocrine and Metabolic Disorders
Telemedicine
Journal and E-health
Transfusion
and Apheresis Science
Translation
Research
B. Faculty/Administrative Resources:
|
Name |
Degree |
Rank |
Specialty |
|
|
|
|
|
|
Susan J. Hall |
Ph.D. |
Deputy Dean / Interim Department Chair |
Administration |
|
Leslie Allshouse |
M.Ed., M.B.A. |
Instructor |
Immunohematology |
|
Anna P. Ciulla |
M.C.C. |
Associate Professor |
Clinical Chemistry |
|
Arun Kumar |
Ph.D. |
Assistant Professor |
Nanotechnology/ Clinical Chemistry |
|
Donald Lehman |
Ed.D. |
Associate Professor |
Medical Microbiology |
|
Raelene Maser |
Ph.D. |
Associate Professor |
Hematology |
|
Mary Ann McLane |
Ph.D. |
Professor |
Clinical Chemistry |
|
Michelle A. Parent |
Ph.D. |
Assistant Professor |
Medical Microbiology/ Molecular Diagnostics |
|
|
|
|
|
C. External Funding:
NA
VI. Resources Required
The
limiting factor for the Medical Technology major has always been student
laboratory space, laboratory equipment, and hospital laboratory placements for
the clinical practicums. However, increasing the enrollment in MEDT lecture
courses does not bear the same limitation. For this reason, the major in
Medical Diagnostics will not require any additional resources.
A. Learning Resources:
No
additional resources are required. Library
resources are sufficient to support this program.
B. Personnel Resources:
No
additional personnel needed.
C. Budgetary Needs:
No
additional budgetary needs. Administrative support and advertising for the
program will be provided by the Department of Medical Technology.
A. Implementation Plan:
The
major will be administered through the Department of Medical Technology. All
courses needed are already in place with the exception of one new course, MEDT
462 Experiential Learning, and a modification of an existing course, MEDT 398
Body Fluid Analysis. Upon approval of this proposal, these courses can readily
be put in place utilizing the current faculty.
The
department’s Undergraduate Program Committee, led by the Department
Chairperson, will be responsible for overseeing the Medical Diagnostics major.
Changes in the curriculum will be brought from the committee to the entire
Medical Technology faculty for a vote and a simple majority is required for
approval.
Student
advisement will be a critical component of the implementation and will be performed
by the faculty in the department.
B. Assessment Plan:
Outcomes
for the Medical Diagnostics major include the expectation that students will be
able to:
·
Utilize scientific principles (e.g., physiology,
immunology, biochemistry, molecular biology, genetics, microbiology,
hematology, etc.) as applicable for the healthcare arena. This goal supports
the University’s General Education goals # 5 and # 7 (http://www2.udel.edu/gened/).
·
Interpret clinical significance, laboratory test
data, and test utilization accurately. This goal supports the University’s
General Education goal # 2.
·
Utilize principles of quality assurance and
quality improvement for all phases of laboratory services, i.e.,
pre-analytical, analytical, and post-analytical focusing on patient safety.
This goal supports the University’s General Education goals # 1 and # 2.
·
Communicate, through oral and written skills,
effectively and professionally to enable consultative and educational
interactions with healthcare personnel, the public, and patients in order to
function successfully as a member of the healthcare team. This goal supports
the University’s General Education goals # 1 and # 3.
·
Demonstrate ethical behavior and
professionalism, maintain confidentiality of
·
patient information, and participate in
continuing education for one’s own professional career development. This goal
supports the University’s General Education goals # 4 and # 6.
·
Function in a culturally diverse, global society
that demonstrates variations in intellectual expression and human creativity.
This goal supports the University’s General Education goals # 8, # 9, and # 10.
Direct Measures:
Internal
assessment of the students’ learning will be conducted primarily through
performance as listed below:
Course
performance
·
Written assessments (tests, quizzes, and final
exams)
·
Problem sets and homework
·
Project reports (oral and written)
·
ePortfolio (scored via a rubric)
Comments
on homework, assignments, tests and projects provide the students with feedback
on their performance. Projects will be assigned to evaluate oral and written
communication skills. The capstone experience will be evaluated using the electronic
portfolio (ePortfolio) assessment tool.
Students
will be introduced to the e-Portfolio during the First Year Experience (FYE).
Students will utilize the ePortfolio to reflect upon and receive feedback on
their learning during their years of study at the university.
Students
will be required to write a statement regarding their values, personal beliefs
and career
goals
during the FYE course. Students will reflect upon this personal statement
annually, and as they prepare for career transitions to graduate and
professional schools, students will do a final reflection analyzing the
evolution of their personal growth, maturity and career aspirations.
As
aspiring healthcare practitioners who will need to communicate and interact
with diverse populations, a goal of this major is to prepare students to
function in a culturally diverse, global society that demonstrates variations
in intellectual expression and human creativity. This goal supports the
University’s General Education goal to foster awareness of cultural diversity
in an increasingly global society.
Students
will utilize the ePortfolio to synthesize the connections among experiences
outside of the formal classroom and will reflect upon the challenges faced in
providing healthcare to an increasingly diverse population. Throughout their
capstone course, students will be asked to reflect on their experiences in
order to develop intellectual curiosity and respect for diverse views and
values.
This
ePortfolio will be assessed utilizing a modification of the Association of
American Colleges and Universities (AACU) Integrative Learning Value rubric.
Indirect Measures:
Graduation Rates
The
graduation rate information will be analyzed annually by the faculty to monitor
the success of the students in completing the program. It will also be used to
assess the attrition rate and the reasons for attrition. Graduation rate
information will be shared for discussion with faculty during department
meetings. Faculty will use this information to determine if policies need to be
revised or new ones initiated in order to improve graduation rates. Faculty will
review advisement practices and how students in academic difficulty are advised
and/or monitored.
Graduate and
Success
will be measured by the number of students enrolled in professional programs
after completion of this degree. This assessment will be evaluated annually and
reviewed as a 5-year average.
Alumni Surveys One-Year and
Five-Year Post-Graduation
Surveys
of graduates will be conducted one-year and five-year post-graduation. The
surveys will focus on two major areas: program/education effectiveness and
demographic information pertaining to graduate/professional school and/or
employment status.
Field Experience Supervisor
Surveys
Upon
completion of the field experience(s), the field experience supervisor will
complete a rubric designed to assess the affective skills demonstrated by the
student.
VIII. Appendices
Accreditation Criteria
We
will not be seeking accreditation from the National Accrediting Agency for
Clinical Laboratory Sciences (NAACLS) for this program. Since this program does
not include the Medical Technology laboratory courses and the students will not
participate in clinical practicums, this major does not lead to certification
as a Medical Laboratory Scientist. Therefore, it does not require NAACLS
accreditation.
Letters of Collaborative Agreement
N/A
Transfer/Retention Policy
The
transfer/retention policy will be consistent with that of the university and the
Letters of Approval from Contributing or Affected Departments
Letters
from the Chairs of Biological Sciences, Chemistry and Biochemistry, Physics and
Astronomy, Food and Resource Economics, Mathematical Sciences, and English are
provided.
Request to
include
Karen Brinker <kcchem@udel.edu>
To: ILVENTO@udel.edu
Dear Dr. llvento
Karen Brinker <kcchem@udel.edu>
I am chairing the Undergraduate Program
Committee for the Medical Technology Department, and we are reviewing our
curriculum this summer. We are exploring the possibility of
creating two tracks for our Medical
Technology Interest (MTI) students. We would retain our current track that
leads to a B.S. degree in Medical Technology, and we are proposing
another track that would lead to a
baccalaureate degree in Medical Diagnostics.
We are proposing that the students in the
Medical Diagnostics track take
Diagnostics track each year.
I would appreciate your support of this
proposal by permitting
Thank you
Karen Brinker
Karen Brinker B.S.,
Instructor
Department of Medical Technology
303D
Phone: (302\ 831-6502
Fax: 1302\ 831-4180
llvento, Tom <llvento@udel.edu>
To: Karen Brinker <kcchem@udel.edu>
Cc: Titus Awokuse <kuse@udel.edu>
Karen,
There would be no problem admitting your
students to
taught on-line in Fall, Spring and
Summer.
I would also suggest
go a little faster, a little further (AN
OVA and multiple regression) and it uses statistical software - JMP software
which is a free download on campus. All of those would be valuable for any
student wishing to go to graduate school.
Compared to
taught live in the fall and on-line in
the spring. I have attached the syllabus for Spring 2011 for you to look at. We
regularly substitute this course for STAT200.
twi
Thomas W. llvento
Professor and Chair
213 Townsend Hall
Office: 302-831-6773
Fax: 302-831-6243
Cell: 302-388-0971
From: Karen Brinker
<kcchem@UDei.Edu>
Date: Men, 25 Jul 201111:21:50-0400
To: Thomas W llvento <jlyento@udel
edy>
Subject: Request from Medical Technology
[Quotedtexthlddenj
.,, FREC 408 Syllabus 11SOL.pdf
L:l 302K
Karen Brinker <kcchem@udel.edu>
To: "llvento, Tom"
<ilvento@udel.edu>
Thank you for your quick reply. I will
look over the syllabus for
this course in our proposed curriculum
and your previous email will suit.
Thanks again
Karen
llvento, Tom <llvento@udel.edu>
To: Karen Brinker <kcchem@udel.edu>
https://mail.google.cornlmaill?ui=2&ik=73035fdldO&view=pt&sear
...
Mon, Jut 25, 2011 at
1 would say think of
2 of2
I will send a more formal email shortly.
twi
Request from Medical
Technology to include PHYS 201/202
Karen Brinker <kcchem@udel.edu>
To: George Hadjipanayis
<hadji@udel.edu>
Dear Dr. Hadjipanayis,
I am chairing the Undergraduate Program
Committee for the Medical Technology Department, and we are reviewing our
curriculum this summer. We are exploring the possibility of
creating two tracks for our Medical
Technology Interest (MTI) students. We would retain our current track that
leads to a B.S. degree in Medical Technology, and we are proposing
another track that would lead to a
baccalaureate degree in Medical Diagnostics.
We are proposing that the students in the
Medical Diagnostics track take PHYS 201 and PHYS 202 .We are anticipating that
no more than 5-10 students will choose the Medical
Diagnostics track each year.
I would appreciate your support of this
proposal by permitting PHYS 201 and PHYS 202 to be included as course
requirements for the Medical Diagnostics major.
Thank you
Karen Brinker
Karen Brinker B.S.,
Instructor
Department of Medical Technology
303D
Phone: 1302\ 831-6502
Fax: (302\ 831-4180
Hadjlpanayis, George
<hadjl@udel.edu>
To: "Brinker, Karen R"
<kcchem@udel.edu>
Cc: "Collins, Dennis C"
<dcollins@udel.edu>, "Mulders, Norbert"
<mulders@udel.edu>
Dear Ms. Brinker,
I fully support your proposal and I wish
you a good success in your Medical Technology Program.
With regards,
George Hadjpanayis
From: Karen Brinker [mailto:kcchem@UDel.
Edu]
Sent:
To: Hadjipanayis, George
Subject: request from Medical Technology
[Quoted text hidden]
Request from Medical
Technology to include Chemistry courses (CHEM 103, CHEM 104, CHEM 321, and CHEM
322, CHEM 214 or CHEM 527)
Karen Brinker <kcchem@udel.edu>
To: theopold@udel.edu
Dear Dr. Theopold,
Karen Brinker <kcchem@udel.edu>
I am chairing the Undergraduate Program
Committee for the Medical Technology Department, and we are reviewing our
curriculum this summer. We are exploring the possibility of
making two tracks for our Medical
Technology Interest (MTI) students. We would retain our current track that
leads to a B.S. degree in Medical Technology, and we are proposing
another track that would lead to a
baccalaureate degree in Medical Diagnostics.
The chemistry courses required for both
tracks during the first two years would remain the same as they are now for the MTI students
that are choosing our current pre-med option
(CHEM 103, CHEM 104, CHEM 321, and CHEM
322). However, in junior year, we are proposing that the students in the
Medical Diagnostics track take either CHEM 214 without the
laboratory or CHEM 527. We are
anticipating that no more than 5-10 students will choose the Medical
Diagnostics track each year.
I would appreciate your support of this
proposal by permitting to be included as course requirements for the
Medical Diagnostics major.
Thank you
Karen Brinker
Karen Brinker B.S.,
Instructor
Department of Medical Technology
303D
Phone: 302 831-6502
Fax (302) 831-4180
John Burmeister
<jlburm@mail.chem.udel.edu>
Reply-To: Jburm@udel.edu
To: kcchem@udel.edu
Cc: Klaus Theopold
<theopold@udel.edu>, Doug Doren <doren@udel.edu>, George Watson
<ghw@art-sci.udel.edu>, "JLBURM@UDEL.EDU"
<JLBURM@udel.edu>
Karen:
In principle, we are, of course,
supportive of any program that reqwres CHEM course content. In practice,
our backs are against the wall. Specifically, our 11F offering of CHEM-103
filled up last Monday, leaving UST
students, transfer students, and upperclasspersons waiting at the altar. That
means that all of the available time slots (50) in all three laboratories
available for CHEM-103 (QDH 054, 064 and
070) are filled with 24 students each- a total of 1200 students in lab sections
running morning, afternoon, and evening, Monday through
Friday, plus Saturday morning. This is
the second year that this has happened, the first being 09F, although no
students were left out in the cold in 09F. 09F's gargantuan class saturated
our CHEM-321 offering last fall (400
students in 20 lab sections at 20 each, following the same schedule noted for
CHEM-103). That saturation will be repeated in CHEM-321 next year. I
might add that we are turning away students
in both CHEM-214 and CHEM-527 this fall.
Of course, 5-10 students represents a
small perturbation, in and of itself. If your students can adapt their schedwes
to take advantage of our multiple course offerings (CHEM-103 and
CHEM-104 are each taught fall, winter,
spring, and summer, as is CHEM-214; CHEM-321 is offered fall, winter and
summer; CHEM-527 is scheduled fall and spring), we should be able
to accommodate them. Furthermore, the
CHEM-103/104 overcrowding situation will be relieved in 2013, when the new ISE
building opens, and the BISC majors are shifted to new,
integrated CHEM-103/104//BISC-207/208
courses, which are to be taught via PBL in space specifically designed for this
purpose.
JB
On
John,
The latest in the ebb and flow of CHEM
requirements. Would you like to comment?
Regards, Klaus
Begin forwarded message:
From: Karen Brinker
<kcchem@UDei.Edu>
Subject: request from Medical Technology
Date:
To: theopold@UDei.Edu
[Quoted text hidden]
Request to include
Biology courses ((BISC
207, BISC 208, BISC 276, BISC 300, BISC 401 and BISC 403)
Karen Brinker <kcchem@udei.edu>
To: riduncan@udel.edu
Dear Dr. Duncan
Karen Brinker <kcchem@udei.edu>
Mon, Jui 25, 2011 at
I am chairing the Undergraduate Program
Committee for the Medical Technology Department, and we are reviewing our
curriculum this summer. We are exploring the possibility of
making two tracks for our Medical
Technology Interest (MTI) students. We would retain our current track that leads
to a B.S. degree in Medical Technology, and we are proposing
another track that would lead to a
baccalaureate degree in Medical Diagnostics.
The biology courses required for both
tracks during the first two years would remain the same as they are now for the
MTI students (BISC 207, BISC 208, BISC 276, and BISC 300).
However, in junior year, we are proposing
that the students in the Medical Diagnostics track take BISC 401 and BISC 403
(without the corresponding laboratory courses). We are
anticipating that no more than 5~10 students
will choose the Medical Diagnostics track each year.
I would appreciate your support of this
proposal by permitting BISC 401 and BISC 403 to be included as course
requirements for the Medical Diagnostics major.
Thank you
Karen Brinker
Karen Brinker B.S.,
Instructor
Department of Medical Technology
303D
Phone: (302) 831-6502
Fax: 1302\831-4180
Karen Brinker <kcchem@udet.edu>
To: rlduncan@udel.edu
Hi,
We are hoping to vote on the proposal for
this new track in Medical Technology at our first department meeting this
semester (9/1) and I wanted to be able to say that we have the
approval from the various departments at
that meeting. Hope you are enjoying the remainder of the summer.
Thanks
Karen
Randall Duncan <rlduncan@udel.edu>
To: Karen Brinker <kcchem@udel.edu>
Hi Karen,
I have discussed this with my executive
council and 5-10 students won't tax BISC 401 or 403. You have my approval.
Best regards,
Randy
Randall L. Duncan, Ph.D.
Professor and Chairman
Department of Biological Sciences
(Tel) 302.831.4296
(Fax) 302 831.1033
Request to include
Hi John,
Sorry for my delay in answering your
questions. We have reassessed the mathematics requirement for this new major of
Medical Diagnostics. We foresee that students pursuing this degree are those
who are interested in either medical school or other graduate degrees in health
care such as physician assistant programs. Since professional and graduate
schools have different math requirements, depending upon the career path of the
student, we need to be flexible and include several academically acceptable
math options.
Students who are pursuing
medical school will generally complete 2 semesters of calculus; however,
students pursuing physician assistant school may choose to take
We are now proposing that students
complete one of the following math courses (as a minimum for
graduation), with the course(s) selected being dependent upon math placement
and career goals.
In regard to the number of students
who may pursue the Medical Diagnostics major, we are only anticipating about 10
students initially choosing this new major rather than the current major of
Medical Technology. Since the math courses selected will certainly vary,
hopefully the students will be accommodated by existing sections.
I would greatly appreciate
your support of this revision.
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Hi John,
Sorry again for rushing you on this but I need to get a few answers back to
Faculty Senate this week and your reply is one of the answers I need. Would you
be acceptable to include a math requirement for our proposed major in Medical
Diagnostics as indicated below?
My apologies for the rush,
Karen
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Hi Karen,
Sorry for the delay. The proposal below is fine. Good luck!
Best,
John
Request to include English courses
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Feb 9 (9 days ago)
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Dear Karen:
Thanks for your message. Let me cc our Associate Chair on
this reply and bring him into the conversation so that we can figure out
whether we need to address any questions before responding to you formally.
Best,
Iain
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Hi Karen -- thank you for clarifying that medical schools
want one year of English *including*
With that understanding, the English department is happy to support the
proposal for a new Medical Diagnostics major that would require students to
take
--
Peter X Feng
Associate Professor of English and Women's Studies
Associate Chair, Department of English
209 Memorial Hall
170 The Green
University of
tel 302.831.1970
fax 302.831.1586