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Catalog
Description
An examination of the genetic bases of communication disorders, including
environmental interactions, and an overview of the embryology of the
organs of communication, Mendelian and non-Mendelian genetics, and genetic
counseling .
For Whom Planned
This course is an elective for upper level
undergraduate students who have been accepted into the CSD major.
Student Learning
Objectives:
| On completion of this course, students will be able to:
1. Evaluate pedigree information to identify
inheritance patterns and calculate risk factors for
individuals within the family.
2. Propose potential mal-development sites of the non-visible
auditory system and speech production mechanisms associated wtih
particular craniofacial anomalies.
3. Construct pedigrees using appropriate symbols.
4. Contruct an embryological timeline for craniofacial
and auditory development.
5. Compose a research paper using appropriate genetic
terminology to describe current genetic tools and disorders.
6. Judge when to make appropriate referrals for genetic
counseling.
7. Evaluate photos and case history in order to identify the
most comon genetic disorders affecting communication.
8. Assess the environmental interaction with the genome in
communication disorders. |
| Academic Honor Code: Each student is required to sign
the Academic Integrity Policy on all major work submitted for the
class. Refer to the Graduate
Bulletin. |
Readings/Resources
REQUIRED TEXT:
Gerber, Sanford E. (Ed.) (2001). Handbook of Genetic Communicative
Disorders. Elsevier Press.
RECOMMENDED TEXT:
Shprintzen, Robert J. (2001). Syndrome Identification for Audiology:
an illustrated PocketGuide. Singular/Thomson
Learning.
Shprintzen, Robert J. (2000). Syndrome Identification
for Speech-Language Pathology: an illustrated PocketGuide. Singular/Thompson
Learning.
Class Expectations
1. Attend class regularly, for the whole class period, and participate
as an active learner.
2. Express information, ideas, opinions, and arguments to the class
for all to hear.
3. No side conversations and multi-tasking during class (exceptions:
quiet snack and beverage consumption)
4. Devote at least one hour (preferably more) outside of class for
every hour in class (44 hours) to reading texts and other
materials on resource lists and syllabus.
5. Share additional resources you may locate with all students
and instructor in class.
6. Write all examinations in ink.
7. Attribute ideas, quotations (use rarely), data, etc. to their
sources, if they are borrowed (not your own).
8. Follow the APA Handbook guidelines for referencing sources.
9. Accomplish assignments in a timely fashion rather than waiting
until the last minute. |
Evaluation &
Assignment Guidelines
| A. Three essay examinations will be given throughout
the semester, each worth 20%. (SLO: 1-6) |
B. A paper will also be assigned, worth 20%.
The paper should be written in the format of a scientific journal
review article or original contribution. The topic must
be approved by the professor, and should be on a topic of medical
genetics. The paper will be graded on two areas. “Content”
includes the choice of subject and coverage of the chosen area.
The flow of the paper, introduction, factual contents and validity
of conclusions drawn are considered. The selection of references
(whether appropriate, up-to-date, and representative) is also
important. The “details” of the paper include the writing
style and presentation of the problem, independent of subject
matter. The use of references will be evaluated as to: (a)
adequate use of references, (b) appropriate credit to original
work, (c) ease with which the references are included in the review.
After completion of the paper, students will present their papers
in class (in shortened version) during the last two weeks of class.
C. Students will construct a family pedigree that shows 4
traits, using appropriate symbols (no names). The pedigree chart
will be worth 10% of the final grade.
D. Students will construct an embryological timeline for craniofacial
and auditory development suitable for future reference during
clinical work. This embryological timeline will be worth 10% of
the final grade. |
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