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: MATH 114, MATH 115, MATH 117, MATH 221, or MATH 241. In addition, the student must have made satisfactory progress towards a baccalaureate degree.

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 SCIENCE

 

MAJOR: MEDICAL DIAGNOSTICS

 

 

 

 

CURRICULUM

CREDITS

 

 

 

UNIVERSITY REQUIREMENTS

 

ENGL 110 Critical Reading and Writing (minimum grade C-)

3

First Year Experience (FYE) Satisfied by MEDT 100

1

University Breadth Requirements

12

Discovery Learning Experience (DLE) Satisfied by MEDT 462

3

Multi-cultural Courses

3

One of the courses taken to satisfy the breadth requirements may also satisfy the multicultural course requirement.

 

 

 

 

MAJOR REQUIREMENTS

 

Second Writing Course: (minimum grade C-)

3

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.)

 

Mathematics:

 

One  of the following math courses: (Satisfies university breadth requirement for Mathematics, Natural Sciences and Technology)

 

MATH 114

College Mathematics and Statistics

3

MATH 115

Pre-Calculus

3

MATH 117

Pre-Calculus for Scientists and Engineers

4

MATH 221

Calculus I

3

Or

 

 

MATH 241

Analytic Geometry and Calculus A

4

 

 

 

 

 

English:

 

 

ENGL XXX

Any English Course at the 200 level of above. (Many English courses also satisfy the Creative Arts and Humanities breadth requirement.)

3

Additional Breadth Requirements:

 

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.

 

 

Creative Arts and Humanities (A course in Ethics or Medical Ethics is strongly suggested.)

3

History and Cultural Change

3

Social and Behavioral Sciences

3

 

 

 

(minimum grade of C- required in all MEDT courses)

 

 

 

 

CURRICULUM

CREDITS

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

MEDT 405

Hematology II

2

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

 

 

 

CHEM 103/CHEM 104

General Chemistry

8

CHEM 214

Elementary Biochemistry

3

 

Or

 

 

CHEM 527

Introductory Biochemistry

3

CHEM 321/CHEM 322

Organic Chemistry

8

 

 

 

STAT 408

Statistical Research Methods I

3

 

 

 

One of the following science sequences:

 

BISC 276

Human Physiology

4

And

 

 

PHYS 201/PHYS 202

Introductory Physics I and II

8

 

 

 

Or

 

 

KAAP 309/KAAP 310

Pre-Clinical Anatomy and Physiology I and II

8

 

 

 

Electives to total 120

 

 

 

 

 

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: MATH 114, MATH 115, MATH 117, MATH 221, or MATH 241.

·        In addition, the student must have made satisfactory progress towards a baccalaureate degree.

 

3. The curriculum satisfies University and departmental requirements by requiring ENGL 110, 21 credits of breadth requirements including a multicultural course, a FYE and a DLE.

 

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 University of Delaware Library provides a web site entitled “Resources for Medical Technology”. Links are available to assist navigation of databases and electronic journals.

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

American Journal of Pathology

Annals of Epidemiology

Annals of Hematology

Annual Review of Genetics

Annual Review of Immunology

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 America Medical Association (JAMA)

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

New England Journal of Medicine

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.

 

VII. Implementation and Evaluation

 

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 Professional School Admission Rates

 

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 College of Health Sciences.

 

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 STAT408

Karen Brinker <kcchem@udel.edu>

To: ILVENTO@udel.edu

Dear Dr. llvento

Karen Brinker <kcchem@udel.edu>

Jul 25, 2011 at 11:21 AM

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 STAT 200 during their junior year. 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 STAT 200 to be included as course requirements for the Medical Diagnostics major.

Thank you

Karen Brinker

Karen Brinker B.S., MLS

Instructor

Department of Medical Technology

University of Delaware

303D Willard Hall Education Building

Newark, DE 19716

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,

Mon, Jul 25, 2011 at 2:03 PM

There would be no problem admitting your students to STAT200. If need be I can write a letter to that effect. STAT200 is taught live in Fall, Spring, Winter and Summer sessions. It is also

taught on-line in Fall, Spring and Summer.

I would also suggest STAT408 as another alternative. STAT408 is also an introductory course which does not assume prior statistical knowledge. However, since juniors and seniors take it we

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 STAT 200 this course covers probability less (it does cover the normal distribution) and advanced techniques more. This course is

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

Newark, DE 19717

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> Mon, Jul 25, 2011 at 2:06 PM

To: "llvento, Tom" <ilvento@udel.edu>

Thank you for your quick reply. I will look over the syllabus for STAT 408 to see if it would be a better choice. I think all I need from you is an email saying that you agree to us including

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 2:18 PM

1 would say think of STAT408 as an additional alternative- STAT200 or STAT408. Any student wanting to move toward research would get more out of STAT408.

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>

Mon, Jul 25, 2011 at 1:49 PM

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., MLS

Instructor

Department of Medical Technology

University of Delaware

303D Willard Hall Education Building

Newark, DE 19716

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: Monday, July 25, 2011 1 :49 PM

To: Hadjipanayis, George

Subject: request from Medical Technology

[Quoted text hidden]

Mon, Jul 25, 2011 at 4:52 PM

7/26/201111:06AM

 

 

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>

Mon, Jul 25, 2011 at 11:38 AM

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., MLS

Instructor

Department of Medical Technology

University of Delaware

303D Willard Hall Education Building

Newark, DE 19716

Phone: 302 831-6502

Fax (302) 831-4180

 

John Burmeister <jlburm@mail.chem.udel.edu> Mon, Jul 25, 2011 at 2:32 PM

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 7/25/2011 12:19 PM, Klaus Theopold wrote:

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: July 25, 2011 11:38:40 /WI EDT

To: theopold@UDei.Edu

[Quoted text hidden]

7/26/2011 11:07 AM

 

 

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 11:09 AM

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., MLS

Instructor

Department of Medical Technology

University of Delaware

303D Willard Hall Education Building

Newark, DE 19716

Phone: (302) 831-6502

Fax: 1302\831-4180

Karen Brinker <kcchem@udet.edu>

To: rlduncan@udel.edu

Hi,

Mon, Aug 15, 2011 at 2:24PM

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

University of Delaware

Newark, DE 19716

(Tel) 302.831.4296

(Fax) 302 831.1033

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Request to include MATH courses

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 MATH 114 or a higher level depending on their skills. With this in mind, we propose including a list of appropriate math courses that meet UD graduation requirements as well as prepare students for their chosen career path.

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.

MATH114
MATH115
MATH117
MATH221
MATH222
MATH241
MATH242

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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Karen Brinker

7:58 AM (5 hours ago)

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to John

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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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John A. Pelesko pelesko@math.udel.edu

8:46 AM (4 hours ago)

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to me

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Hi Karen,

Sorry for the delay. The proposal below is fine. Good luck!

Best,

John

 

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Request to include English courses

 

Iain Crawford icrawf@udel.edu

Feb 9 (9 days ago)

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to Peter, me

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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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Peter X Feng feng@english.udel.edu

2:12 PM (10 minutes ago)

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to Iain, me

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Hi Karen -- thank you for clarifying that medical schools want one year of English *including* ENGL110.

With that understanding, the English department is happy to support the proposal for a new Medical Diagnostics major that would require students to take
ENGL 110 and one 200-level or higher ENGL course of their choosing.

--

Peter X Feng
Associate Professor of English and Women's Studies
Associate Chair, Department of English
209 Memorial Hall
170 The Green
University of
Delaware
Newark, DE 19716

tel 302.831.1970
fax 302.831.1586