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CRN 70040 
 1 
EASTERN KENTUCKY UNIVERSITY (EKU) 
Department of Biological Sciences 
Syllabus for BIO 310, Biology of Aging (CRN 70040) 
3 Credit Hours 
Winter Session 2016 
 
 
 
Instructor Dr. Barbara E. Davis 
Contact information 
Phone:  (859) 622-7820 
FAX:  (859) 622-1399 
Email:  Barbara.Davis@eku.edu  
Office location: 
 Physical – Moore 232A 
 Online – Blackboard chat 
room or virtual classroom 
Online Office hours:  
 Tuesdays 1200-1300 
 Thursdays 1700-1800 
Email is the most efficient way to contact me 
outside of the classroom; but feel free to call if 
you need assistance with any aspect of the 
course. When leaving a message, be sure to 
state clearly and slowly your name and a 
number where I can contact you. 
 
Since this course is 100% online, I will have 
office hours in the Blackboard chat room or 
virtual classroom during the times specified. 
There is a private option in the Blackboard chat 
room if needed. In order to be fair to all 
students, I will not be meeting with students “in 
person” as not all students in the course have 
this option. Also, I recommend you schedule an 
appointment to ensure a timely discussion. 
Students with appointments will have priority. 
 
Departmental Chair 
Dr. Malcolm Frisbie 
Moore 349; (859) 622-1530 
 
COURSE DESCRIPTION (EKU catalog: http://www.undergradstudies.eku.edu/catalog ) 
Biology of Aging is a system by system approach to the biological effects of the aging 
process on the human body. This course may not be used to satisfy area, major, or 
minor requirements in the Department of Biological Sciences. 
  
CRN 70040 
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Who should take this course? 
This course is a three hour course designed for the non-biology major interested in the 
facts and principles of biology related to aging of the human body. This course will 
provide the foundation necessary for the development of wellness-centered lifestyle 
choices. The course includes individualized wellness assessments for each student and 
the development of a comprehensive plan for the maintenance of such a lifestyle. 
 
Traditionally, most non-biology majors lack the depth of biological information to be able 
to grasp the workings of the various organ systems involved; thus, enough biology will 
be presented for students to understand the normal functions and aging for each of the 
body’s organ systems. Against this backdrop an understanding of abnormal aging 
caused by the misuse, abuse, or disuse of the body will be constructed. In addition, 
students will become aware of various behavioral changes that will increase their 
chances of healthy aging, i.e., wellness. 
 
While much data has been collected through case histories of institutionalized patients, 
we now recognize many elderly people live out their lives free of the most debilitating 
effects of aging on the body. Information from cross-sectional and longitudinal studies 
will be included in the course. 
 
 
REQUIRED INSTRUCTIONAL MATERIALS 
Textbook 
 Saxon SV, MJ Etten, EA Perkins. Physical Change & Aging. 5th ed.                     
New York: Springer Publishing Company; 496 p. 
 A digital textbook version is available but for the 6th edition, also acceptable: 
http://www.springerpub.com/physical-change-and-aging-sixth-edition.html   
 
 
Blackboard 
 For Blackboard support go to http://www.it.eku.edu/support  
 To log-on go to http://www.learn.eku.edu 
 
 
Required Computer Resources 
Students are expected to have access to a reliable internet connection and a computer 
with a fast enough processor to use Blackboard. All students are expected to use a 
recent edition of Microsoft Office to access and complete assignments. Mozilla Firefox 
is the required browser to access Blackboard. Java is required for Blackboard quizzes 
and exams, as well as to access Blackboard learning aids. Please also ensure your 
computer can receive cookies from Blackboard. If you are using a computer in an EKU 
computer lab or the EKU library, then these computers should meet the aforementioned 
requirements. 
  
 
CRN 70040 
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COURSE OBJECTIVES / STUDENT LEARNING OUTCOMES 
Upon completion of the course, students should be able to  
1. identify and evaluate various possible theories of aging, such as genetics, the 
free radical theory, cross-linking of collagen and other proteins, the accumulated 
waste theory, destructive mutation, the autoimmune theory, immune system 
failure, and hormonal theories. 
2. identify and evaluate the effects of both normal and abnormal aging on the major 
organ system of the body, e.g., the integumentary (skin), skeletal, muscular, 
nervous, sensory, endocrine, reproductive, cardiovascular, lymphatic, 
respiratory, excretory, and digestive. 
3. evaluate the effects on aging of such factors as nutrition, drugs, alcohol, 
exercise, and stress. 
4. identify and evaluate the difference between normal aging and abnormal aging 
within each body system. 
5. create an individual plan for self-evaluation of their personal wellness throughout 
the course of their lives. 
 
EVALUATION METHODS 
 
Course Points 
 
Area Points 
Cumulative 
Points 
Weighted 
% 
Cumulative 
% 
Introductory assignments – 
icebreaker, intro quiz, email, 
and learning style survey 
35 35 3.5 3.5 
Chapter assignments 22 
worth 10 points each 
220 255 22 25.5 
Discussion board – 4 topics 
worth 40 points each 
160 415 16 41.5 
Midterm exam – content from 
chapters covered and 
associated Internet content 
150 565 15 56.5 
Project 1 – letter to legislator 
on topic related to aging 
65 630 6.5 63 
Project 2 – educational 
poster or wiki group project 
90 720 9 72 
Project 3 – journal (40 points) 
and individualized wellness 
plan (90 points) 
130 850 13 85 
Final exam – content from 
chapters since midterm and 
associated Internet content 
150 1,000 15 100% 
 
  
 
CRN 70040 
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1. The introductory assignments include an icebreaker, learning style survey assignment, 
quiz on the syllabus/course site, and email assignment. The introductory assignments 
are designed to familiarize students with the Blackboard course site and syllabus. 
2. Each chapter folder will have a short quiz on the chapter topic and/or assigned content. 
Some chapters will have supplemental learning aids from various websites, which may 
also be tested on the quiz. The format consists of multiple choice, matching, true/false, 
identification, problem solving, and/or short answer. The purpose of the chapter quizzes 
is to serve as checkpoints to assess student comprehension of key concepts. 
3. There will be four discussion board forums regarding current or applicable topics on 
aging and wellness. Discussion board inputs will be scored using the discussion board 
rubric, and a minimum of two posts are required per forum: initial post and at least one 
peer response. The discussion board rubric can be found at the end of the syllabus 
and/or alongside the Blackboard assignment. Classroom discussions are required to 
meet national quality standards, but are also important to help students share ideas and 
integrate knowledge through peer learning. 
4. The content for the midterm exam will cover topics presented both in the textbook and 
learning aids provided in each chapter folder. The format will consist of multiple choice, 
matching, true/false, identification, problem solving, and/or short answer. The purpose of 
exams is to assess student knowledge of and critical thinking about the topics studied. 
5. Public engagement is the core of any democracy. Each student will draft a letter to a 
federal or state congressman regarding an issue related to aging for which legislative 
intervention could be encouraged, i.e., requests for new legislation, funding of research 
on a particular aging theory, etc. Further information/instructions are provided in class. 
6. While increasing your knowledge base, learning investigative skills, and developing 
critical thinking are important aspects of a college education, it is also important to be 
able to convey information you have gained to educate others on wellness topics. 
Additionally, employers often seek college graduates who have expertise in working 
successfully in groups. Thus, students will participate in a group project, consisting of 
three-five students, to produce a Blackboard wiki on educational awareness about an 
aging topic. Students will be expected to provide a plan that demonstrates equivalent 
effort on the project. The grade for the group project will consider the overall project and 
each student’s participation. Individual participation will be determined by self-reporting 
and confidential rating by group members on the level of participation for each member. 
7. Students will maintain a wellness journal, which should be updated at least weekly. The 
wellness journal will serve as a reservoir of information that can be used to develop a 
comprehensive wellness plan for submission as a final project. Individualized wellness 
assessments will be made available during the course for students to use in 
development of this plan. Students will have access to an online Blackboard journal in 
which inputs can be recorded after each organ system and referenced for development 
of the final project. 
8. The content for the final exam will cover topics presented both in the textbook and via 
the website learning aids provided in each chapter folder. The format will consist of 
multiple choice, matching, true/false, identification, problem solving, and/or short answer. 
The purpose of exams is to assess student knowledge of and critical thinking about the 
topics studied. 
9. The course instructor reserves the right to modify the syllabus at their discretion. This 
includes, but is not restricted to content additions and/or deletions, slowing or speeding 
up the pace at which material is covered, and the number of assessments administered.  
CRN 70040 
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Grading and Participation 
Objective questions will be graded by correct response. Subjective questions and 
assignments are scored using the EKU Score Guide for Critical and Creative Thinking 
rubric (attached) unless otherwise specified. All assessments and projects will be due 
on or before the times designated in the schedule. All grades post to the grade center of 
the Blackboard course site. Use this table of tentative assignments to monitor progress. 
 
Week Assignment 
Points 
Possible 
Points 
Earned 
Intro 
Icebreaker assignment and/or Group Intros 10  
Learning style 10  
Introductory quiz 10  
Email assignment 5  
1 
Chapter 1 Aging Perspectives 10  
Chapter 2 Theories of Aging 10  
Chapter 3 Integumentary system 10  
Chapter 4a and 4b Musculoskeletal 20  
Chapter 17 Blog on Exercise 10  
Wellness Journal entries 7.5  
Discussion #1: Generations & Aging Theories 40  
2 
Chapter 5 Nervous system 10  
Chapter 6 Dementia and Delirium 10  
Chapter 15-16 Special Topics 10  
Chapter 7 Sensory 20  
Wellness Journal entries 12.5  
Project 1: Letter to Legislator 65  
Discussion #2: Bionics vs. Regeneration 40  
Midterm Exam 150  
3 
Chapter 8 Cardiovascular system 10  
Chapters 20-21 Teaching Elders re: Medications 10  
Chapter 9 Respiratory system 10  
Chapter 11 Urinary system 10  
Chapter 12 Reproductive system 10  
Chapter 13 Endocrine system 10  
Wellness Journal entries 15  
Project 2: Educational Wiki (Group) 90  
Discussion #3: Teaching Adults & Medications 40  
4 
Chapter 10 Digestive system 10  
Chapter 19 Nutrition 10  
Chapter 14 Immune system 10  
Chapter 23 Planning a Good Death 10  
Chapter 22 Caregiving and Health 10  
Wellness Journal entries 5  
Project 3: Individualized Wellness Plan 90  
Discussion #4: Health and Nutrition 40  
Final Exam 150  
 Total 1,000  
  
CRN 70040 
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Make-up Work: 
Research shows that students who regularly attend class are more likely to succeed. 
This equates to students who stay on schedule in an online class are more likely to 
succeed. Thus, the course is designed with frequent checkpoints (due dates) to help 
students stay on schedule. EKU students are responsible for all course work covered on 
the Blackboard course site. If the student presents the instructor with an adequate and 
documented reason for an inability to meet a deadline, the instructor will normally give 
the student an opportunity to make up the work missed, if this is feasible. Please note 
this may not be feasible for group activities. Sufficient reasons may specifically involve 
circumstances beyond the student’s control, such as personal illness, critical illness, or 
death in the immediate family, or participation in an approved University activity. Lack of 
participation of any nature will not be construed as relieving the student from the 
responsibility for the timely completion of all work assigned by the instructor. Initiating 
the request to make up class work is the student’s responsibility. 
 
Final Grade: 
Grades are based on the following point system: 
 
Ltr Pts Ltr Pts Ltr Pts Ltr Pts Ltr Pts 
A 900-1,000 B 800-899 C 700-799 D 600-699 F < 600 
 
 
STUDENT PROGRESS 
 
Midterm Grade and Progress: 
1. I will provide your midterm grade NLT 6 January 2017; grades are viewable 
online in EKU Banner at http://www.eku.edu/online/  
2. Students can determine their progress in the course at any time by checking the 
Blackboard grade center for total points and unweighted percentages. 
 
Last Date to Drop the Course: 
1. A student may drop the course on or before 20 December 2016, and no “W” will 
appear on the transcript. 
2. A student may drop the course on or before 8 January 2017, and a “W” will 
appear on the transcript. No withdrawal fee is assessed. 
 
Learning Resources: 
1. Common Knowledge provides free tutoring in a number of disciplines. Common 
Knowledge is available via Skype. More information is available at 
http://it.eku.edu/gurus . 
2. The EKU Noel Studio for Academic Creativity provides assistance with 
brainstorming, drafting, revising, editing, writing, and research.  More information 
is available at http://studio.eku.edu/ . 
  
 
CRN 70040 
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3. EKU provides computer laboratories for student use if you are within commuting 
distance of the main or a satellite campus. The Student Services Building 
computer lab and Student Technology Lab in the Crabbe Library are open 
extended hours throughout the year.  All labs are staffed with trained personnel.  
More information is at http://www.it.eku.edu/computerlabs/ . 
4. Your own individual learning style is important to consider when formulating a 
study plan.  A website that is helpful in determining your learning style is at 
http://www.personal.psu.edu/bxb11/LSI/LSI.htm .  Other tips on how to succeed 
are at http://www.jeffreybennett.com/succeed_in_college.html  
POLICIES AND PROCEDURES                                                                
Attendance: Attendance/participation is not specifically recorded for online classes but 
is clearly demonstrated by participation in and completion of assignments. 
 
ADA Policy: 
1. A student with a “disability” may be an individual with a physical or 
mental impairment that substantially limits one or more major life 
activities such as learning, seeing or hearing. Additionally, pregnancy 
or a related medical condition that causes a similar substantial 
limitation may also be considered a disability under the ADA. 
2. If you are registered with the Office of Services for Individuals with 
Disabilities, please obtain your accommodation letters from the OSID 
and present them to the course instructor to discuss any academic 
accommodations you need. If you believe you need accommodation 
and are not registered with the OSID, please contact the office in the 
Whitlock Building Room 361 by email at disserv@eku.edu or by 
telephone at (859) 622-2933. Upon individual request, this syllabus 
can be made available in an alternative format. 
 
Academic Integrity Statement: 
Students are advised that EKU's Academic Integrity policy will strictly be enforced in 
this course. The Academic Integrity policy is available at the policy website: 
http://www.academicintegrity.eku.edu/ . Questions regarding the policy may be 
directed to the Office of Academic Integrity. 
 
Official Email Policy: 
1. An official EKU email is established for each registered student, each faculty 
member, and each staff member. All university communications sent via email 
will be sent to this EKU email address. 
2. The instructor will only open and respond to course-related email, which is sent 
from the student’s EKU email address with an appropriately titled subject line. 
Due to the number of scam emails sent to faculty, the instructor will delete email 
sent from non-EKU addresses and without an appropriate subject line. 
 
CRN 70040 
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Course Requirements: 
1. Students and faculty each have the responsibility to maintain an appropriate 
learning environment. Students who fail to adhere to behavior standards may 
face disciplinary action in accordance with the Student Code of Conduct, which 
can be found at http://www.academicintegrity.eku.edu/ . Instructors have the 
professional responsibility to treat students with understanding, dignity, and 
respect, to guide discussions, and to set reasonable limits on the manner in 
which students may express opinions. 
2. Students who are disruptive and interfering with the learning process of their 
peers will be asked to desist. If the disruptive behavior persists, the student will 
be referred to the Chair and/or the Office of Student Rights and Responsibilities 
for possible disciplinary actions. 
 
Course Outline: 
The course instructor reserves the right to modify the syllabus at their discretion. This 
includes, but is not restricted to content additions and/or deletions, slowing or speeding 
up the pace at which material is covered, and the number of tests administered. Please 
see the tentative lecture outline below. 
Class Midterm Exam Topics Class Final Exam Topics 
1 
Discussion: Generations/ Aging 
Theories 
When am I old? Demographics of a 
Changing Society - The Age Wave 
11 
Discussion: Teaching Adults & 
Medications 
The Cardiovascular System 
The Aging Heart and Blood Vessels 
2 
Levels of Organization 
Homeostasis 
Theories of Aging and Senescence 
12 
The Respiratory System 
Aging, Smoking, and Cancer 
3 
Integumentary (skin) System 
Aging Skin and Cancer 
13 
The Excretory System 
The Aging Excretory System 
Regulation of Body Temperature/Fluids 
4 
The Skeletal System 
Osteopenia and Osteoporosis 
14 
The Reproductive System 
Life After the Reproductive Years 
5 
The Muscular System 
Sarcopenia and Exercise 
Wellness Journal Entries 
15 
The Endocrine System 
Project 2: Group Educational Wiki 
Wellness Journal Entries 
6 
Discussion: Health Promotion & 
Exercise 
The Nervous System 
Drug Abuse / Damage 
16 
Discussion: Health and Nutrition 
The Digestive System 
The Aging Digestive System 
7 
Dementia and Delirium 
Alzheimer’s and Parkinson’s Diseases 
17 The Immune System 
8 
Aging with Lifelong Disabilities 
Special Topics: Alcoholism, Falls, Foot 
Care, and Pain 
18 
Death and Grief in the Later Years 
Planning for a Good Death 
9 
The Sense Organs 
Aging and the Sensory Organs 
19 Caregivers: Staying Healthy and Safe 
10 
Project 1: Letter to Legislator due 
Wellness Journal entries 
Midterm Exam 
20 
Project 3: Individualized Wellness Plan 
Wellness Journal Entries 
Final Exam 
CRN 70040 
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The rubric below is used for discussion assignment. The EKU General Education Scoring Guide 
for Critical and Creative Thinking will also be used for projects and is provided on Blackboard. 
 
Online Discussions Rubric 
Criteria  Excellent Good Novice Poor 
Timely discussion 
contributions 
Two postings 
(initial and peer 
response) of 1-2 
paragraphs each; 
met deadlines 
(9-10 points) 
Two postings 
(initial & peer 
response) less 
than 1-2 
paragraphs each; 
at least one post 
met deadline 
(7-8 points) 
One posting of 
1-2 paragraphs; 
met deadline   
(5-6 points) 
One posting 
less than 1-2 
paragraphs; late 
(0-4 points) 
Adherence to on-
line protocols 
Builds on 
responses; brings 
in related prior 
knowledge; uses 
proper grammar/ 
etiquette 
(9-10 points) 
Some response 
expansion; brings 
in some prior 
knowledge; few 
errors in 
grammar/ 
etiquette 
(7-8 points) 
Little  response 
expansion; 
uses little prior 
knowledge; 
some errors in 
grammar/ 
etiquette 
(5-6 points) 
No expansion; 
no prior 
knowledge 
used; several 
errors in 
grammar/ 
etiquette 
(0-4 points) 
Responsiveness to 
discussion and 
demonstration of 
knowledge and 
understanding 
gained from 
assigned reading 
Very clear that 
readings were 
understood and 
incorporated well 
into responses; all 
questions 
answered 
(9-10 points) 
Readings were 
understood and 
incorporated into 
responses; 75% 
or less of 
questions 
answered 
(7-8 points) 
Postings have 
questionable 
relationship to 
reading; less 
than 50% of 
questions 
answered 
(5-6 points) 
Not evident 
readings 
understood or 
incorporated in 
discussion; less 
than 25% of 
questions 
answered 
(0-4 points) 
Critical & creative 
thinking rubric: 
intellectual 
standards used 
 
1. clarity 
2. accuracy 
3. precision 
4. relevance 
5. depth 
6. breadth 
7. logic 
8. significance 
9. fairness 
 
Understandable; 
free of errors; has 
necessary level of 
detail; input 
addresses the 
questions; covers 
problems and 
complexities of the 
question; includes 
multiple 
viewpoints; parts 
make sense with 
no contradiction; 
focus on important 
instead of trivial; 
justifiable input 
(9-10 points) 
Understandable; 
few errors; has 
some detail; 
somewhat 
addresses the 
question; covers 
some problems/ 
complexities; 
includes some 
viewpoints; parts 
somewhat make 
sense; focus 
mainly on 
important instead 
of trivial; some 
justifiable input 
(7-8 points) 
Difficult to 
understand; 
some errors; 
slight detail; 
barely 
addresses the 
questions; 
covers few 
problems/ 
complexities; 
few viewpoints; 
parts make little 
sense; focus 
mainly on trivial 
vs. important; 
little justifiable 
input 
(5-6 points) 
Unable to 
understand; 
many errors; 
not detailed; 
input does not 
address the 
questions; 
covers no 
problems/ 
complexities; no 
viewpoints; 
parts make no 
sense; focus on 
trivial at 
expense of 
important; no 
justifiable input 
(0-4 points) 
CRN 70040 
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Discussion Board / Blog Scoring Rubric: 
 
Posting Criteria Worth Score Comments 
Overall 
Timeliness of 
Discussion 
10   
Online 
Protocols 
10   
Initial Post 
Content 
Knowledge 
5  
 
Critical 
Thinking 
5  
Peer 
Response 
Content 
Knowledge 
5  
 
Critical 
Thinking 
5  
Totals 40   
On-line Protocols for Discussion Rubrics 
Each thread posted for grading purposes should meet the following criteria: 
 
# Criteria 
1 Postings are evenly distributed during the discussion period, i.e., not concentrated on one day 
or on the deadline days only or at the end of the period. 
2 Postings should be a minimum of one full paragraph and a maximum of three paragraphs – 
thus relevance and conciseness are important factors. 
3 Uses proper etiquette (language, style, etc.); does not use abbreviations, slang, or misspellings; 
uses complete sentences with proper grammar. Professionalism counts! 
4 Fully addresses the question on initial postings, i.e., stays on target and answers all parts of the 
question. 
5 Brings in related prior knowledge (work experience, prior coursework, readings, etc.) and 
relates this information to the topic(s). 
6 Postings must be paraphrased or put into your own words – changing a few verbs or shifting 
words around is not equivalent to describing the process in your own words. 
7 
Proper citation of the reference(s) – this includes the proper use (paraphrasing) of relevant 
information from the source indicated as well as correct citation form and hyperlinks to any 
online sources. See the example provided for proper citation form. 
8 Builds on or adds to other threads with peer responses. 
9 
Avoids postings that are limited to “I agree” or “great idea,” etc. If you agree (or disagree) with 
a posting then say why you agree by supporting your statement with concepts from the 
readings or by bringing in a related example or experience 
CRN 70040 
 11 
BIO 310, Biology of Aging Tentative Winter Intersession 2016-17 Schedule 
 
Monday Tuesday Wednesday Thursday Friday Saturday 
19 Dec 
Reading: Chapter 1 
Assignments Due: 
Intro Module 
Chapter 1 
20 Dec 
Reading: Ch. 2-3 
Discussion 1 Opens 
Assignments Due: 
Chapter 2 
Chapter 3 
Journal Entry 
21 Dec 
Reading: Chapter 4a 
Assignments Due: 
Chapter 4a 
Journal Entry 
Discussion 1 Entry 1 
22 Dec 
Project 1 Info Opens 
Reading: Chapters 4b 
Assignments Due: 
Chapter 4b 
Journal Entry 
23 Dec 
Continue Project 1 
Reading: Chapter 17 
Assignments Due: 
Discussion 1 Entry 2 
Chapter 17 Blog 
Topic for Project 1 
24 Dec 
Continue Project 1 
Reading: Ch. 5-6 
Discussion 2 Opens 
Assignments Due: 
Chapter 5-6 
Journal Entry 
26 Dec 
Holiday 
27 Dec 
Holiday 
28 Dec 
Holiday 
29 Dec 
Holiday 
30 Dec 
Holiday 
31 Dec 
Holiday 
2 Jan 
Reading: Ch. 15-16 
and Chapter 18 
Assignments Due: 
Chapters 15-16 
Discussion 2 Entry 1 
 
3 Jan 
Reading: Chapter 7 
Assignments Due: 
Chapter 7 
Journal Entries 
Project 1 Due 
4 Jan 
Assignments Due: 
Discussion 2 Entry 2 
Midterm Exam 
Chapter 18 Blog 
5 Jan 
Project 2 Educational 
Group Wiki Opens 
Reading: Ch. 8-9 
Assignments Due: 
Chapter 8 and 9 
Journal Entries 
6 Jan 
Continue Group Wiki 
Reading: Ch. 20-21 
Discussion 3 Opens 
Assignments Due: 
Chapters 20-21 
Journal Entries 
 
7 Jan 
Continue Group Wiki 
Reading: Ch. 11/12 
Assignments Due: 
Chapters 11/12 
Journal Entry 
Discussion 3 Entry 1 
9 Jan 
Continue Group Wiki 
Reading: Ch. 13-14 
Assignments Due: 
Chapters 13 and 14 
Journal Entries 
Discussion 3 Entry 2 
10 Jan 
Reading: Ch. 10 & 
19 
Discussion 4 Opens 
Assignments Due: 
Chapters 10 and 19 
Journal Entry 
11 Jan 
Reading: Chapter 23 
Assignments Due: 
Chapter 23 
Discussion 4 Entry 1 
 
12 Jan 
Reading: Chapter 22 
Assignments Due: 
Chapter 22 
Project 2 Educational 
Group Wiki Due 
13 Jan 
Assignments Due: 
Discussion 4 Entry 2 
Project 3: 
Individualized Health 
and Wellness Plan 
Final Exam 
14 Jan 
 
 
Vacation Begins