AS 451/551, Endocrine Physiology
Time & place: MWF 2:10-3:00, CUE 209
Instructor: Dr. Dan Rodgers (ASLB 124; 5-2991; danrodgers@wsu.edu)
Office Hrs: MWF 1-2:00 or by appointment
Text: Greenspan’s Basic & Clinical Endocrinology, 8th Ed.
Gardner & Shoback, authors; Lange/McGraw-Hill, publishers
Prerequisites: any Physiology course (Animal/Domestic Animal, Human, Cellular, etc.)
Course Description
All physiological systems are influenced by chemical mediators (hormones, growth factors & cytokines) that ultimately modulate cellular behavior in a specific and orchestrated fashion. Endocrinology is the study of such mediation and incorporates knowledge from molecular, cellular and biochemical sciences to better understand basic physiological processes. The goals of this class are to describe (1) the anatomy and histology of endocrine tissues, (2) the mechanisms of chemical communication and most importantly, (3) the physiological integration of complex systems. Basic endocrine topics will be presented with “real world” examples from the clinic (both veterinary and medical) and from the farm and many lectures will be presented within an evolutionary context to better illustrate the utility of comparative model systems. Examples of lecture topics include clinical abnormalities of human and animal reproduction, pregnancy and parturition, normal and enhanced growth, obesity and type 2 diabetes and genetically modified organisms in the animal production industry. Lectures will also discuss laboratory methods frequently used by endocrinologists and physiologists and include competitive binding assays, quantification of gene expression and promoter analysis.
Course Outline
I. Introduction to Endocrine Physiology (Ch. 1, p. 2-17, 20-29)
II. Mechanisms of hormone action (Ch. 2, p. 35-58)
A. Receptors & signal transduction basics
B. Competition assays
EXAM 1
III. Neuroendocrinology & the pituitary gland (Ch. 5, p. 101-112)
A. Neurohypophysis & the posterior pituitary (Ch. 6, p. 157-170)
B. Corticotropes & adrenal hormones (Ch.5, p. 113-114; Ch. 10, p. 346-367)
C. Somatotropes & GH/IGF/IGFBP axis (Ch. 5, p. 114-118; Ch. 7, p. 171-180)
D. Lactotropes & prolactin (Ch. 5, p. 118-120; Ch. 17, p. 654-655 “lactation”)
E. Thyrotropes, TSH & thyroid hormones (Ch. 5, p. 120-121; Ch. 8, p. 209-232)
F. Gonadotropes, FSH & LH (Ch. 5, p. 121-123)
EXAM 2
IV. Reproductive Endocrinology
A. Male Reproduction (Ch. 13, p. 470-476)
B. Female Reproductive Endocrinology & Fertility (Ch. 14, p. 502-517)
C. Pregnancy (Ch. 17, p. 641-653)
D. Disorders of Sexual determination & maturation (handout only)
E. Environmental endocrine disruption (handout only)
EXAM 3
V. Nutritional Endocrinology
A. Calcium homeostasis (Ch. 9, p. 281-297)
B. Pancreatic hormones & diabetes mellitus (Ch. 18, p. 661-677)
1. Islet cell hormones
2. Type 1 diabetes mellitus
3. Type 2 diabetes mellitus & obesity
4. Endocrine regulation of secondary metabolism
C. Digestive hormones (handout only)
D. Regulation of renal physiology & blood pressure (Ch. 11, p. 396-399, 410-417)
E. Chalones: leptin & myostatin (handout only)
EXAM 4
Grading
Pop quizzes & class participation = 50 points for quizzes + 50 for participation
Four essay exams
- 100 points/exam
- 4 questions distributed a week in advance, 2 answered in class (chosen at random)
- group preparation is not just encouraged, it’s required
Undergraduate and graduate students take the same exams and work together in the group. However, undergraduates are graded on a curve (if needed), graduate students are not.
Teaching Philosophy
My teaching philosophy incorporates Socratic methods to encourage class participation and an active dialogue between the myself and students. My lectures combine information from course textbooks, supplemented with contemporary findings from journal articles, and are often highlighted with politically or culturally relevant topics of interest. Although I prefer to use PowerPoint presentations with textbook and custom figures, students will be supplied detailed outlines before class begins. This helps students to concentrate on interpreting the lecture rather than on taking dictation and ultimately encourages class participation. It also allows me to cover more material in a shorter amount of time. Students will be called upon individually to answer questions during the lecture and will be additionally asked to participate in groups in order to solve relevant problems from previous lectures. Such interactive teaching techniques not only help me to evaluate my performance during the lecture, they also motivate students to properly prepare for class.
Student performance will be assessed by class participation, quizes and essay exams. The questions themselves are intentionally worded in an ambiguous manner. This forces students to think as much about the question as they do about the answer. It also reflects the type of intellectual challenges that professional and clinical scientists face every day. Students are not only allowed to prepare their answers by working in groups, they are encouraged to do so. In fact, they are free to use any available resource including other people to answer the questions. The week prior to each exam, students will be given the actual exam questions (4 total) that incorporate different aspects of previous quiz questions. These exams will be extremely difficult and will require significant input from group members. On the day of the exam, a random drawing will determine which questions (2-3 total) will be answered. Each student will also receive a group participation grade from their colleagues (see scale below). Both test and participation grades will be used to calculate final grades. This strategy protects the more motivated students from those who contribute little to the group, but who also rely heavily on the efforts of others. It also alleviates many concerns regarding academic integrity as students are only graded on what they truly comprehend rather than on test-taking or memorization skills. These Socratic approaches provide students with more time to learn, they encourage students to take advantage of their many academic resources (including each other) and they simultaneously teach students the necessary communication skills for a career in the biosciences.
Participation Grade Scale:
A significant contributions for all 4 essays
B significant contributions for 3 essays
C significant contributions for 2 essay
D minimal contributions
F * did not contribute or attend group meeting
* Attendance of group meetings may not be possible for everyone. Therefore, please make every effort to fully contribute via e-mail or by meeting with your colleagues individually in order to avoid receiving an F for your participation grade.
How to Study for This Class
1. Read text BEFORE lecture.
2. Take notes directly on the outline provided.
3. Review notes/outline later the same day.
4. Use the text as a reference, to answer questions or to question me.
How to Prepare for the Exam
1. Construct outlines for each of your essays based on your lecture notes.
2. Discuss your outlines in class with the group and make revisions.
3. Actually write your essay answers, share them with the group via e-mail and make revisions.
4. These are NOT open book/note exams. Therefore, start the exam by writing a brief outline from memory and use this as a guide.